Basic Content Skills Required and the Job Analysis Methodology Utilized for Teacher Certification.

Autor/in	Nassif, Paula M.
Titel	Basic Content Skills Required and the Job Analysis Methodology Utilized for Teacher Certification.
Quelle	(1977), (17 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Course Content; Educational Assessment; Educational Objectives; Job Analysis; Job Skills; Job Training; Performance Factors; Relevance (Education); Research Methodology; Teacher Behavior; Teacher Certification; Training Objectives + Suchen Sie Ihr Suchwort? Kursprogramm; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Arbeitsanalyse; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Leistungsindikator; Relevance; Relevanz; Research method; Forschungsmethode; Teacher behaviour; Lehrerverhalten; Training objectiv; Ausbildungsziel; Trainingsziel
Abstract	This paper presents a model for conducting educational job analysis and the field test of that model on ten teaching fields. This model was tested for its ability to job analyze a teaching field's content knowledge according to federal employment guidelines. Differences between teaching and other job fields meant that actual time spent on a skill would likely be an unreliable procedure for establishing the importance of skills for assessing job competence. Approximately 250 content objectives were rated for job-relatedness by currently practicing teachers. Job-relatedness was defined by two 5-point rating scales of the time spent teaching and the objective and the extent of essentiality of the objective. Results showed that the correlations between the time and essentiality dimensions were significant. In all fields objectives were clearly ranked in terms of relative job-relatedness. Of particular interest is the actual content identified in each teaching field as most relevant to the job. In all fields, basic skills emerged strongly as the emphasis. This was true even within the more advanced courses in each field. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01