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PUBLICATION INFORMATION

TITLE OF PUBLICATION

TEACHERS’ PEDAGOGICAL COMPETENCE AS A PREREQUISITE FOR ENTERING THE PROFESSION

NAME OF AUTHOR(S)

Liakopoulou M.

NAME OF PUBLISHER

European Journal of Education

YEAR OF PUBLICATION

2011

LANGUAGE OF PUBLICATION

English

PUBLICATION TYPOLOGY

Research

TARGET GROUP OF PUBLICATION

Researchers, Teachers, Policy Makers

SIZE OF THE PUBLICATION

Over 10 pages

DESCRIPTION OF CONTENTS

This article reviews the relevant literature in order to record those criteria that ensure teachers’ pedagogical competence at international level. It also presents the results of a study, which aimed at mapping ‘the professional knowledge’ of secondary school teachers that is considered a prerequisite to enter the profession. In order to be appointed to a Greek public secondary school, a teacher has to hold a relevant university degree and have passed the national teaching staff selection exams. In this study, a total of 1,081 pedagogical and teaching-related exam questions which were employed in secondary school teacher recruitment examinations up to 2007, were reviewed and analyzed, in order to reveal the qualifications assessed during this type of teacher selection process. The teachers belonged to different specializations. To assess the data, the author used a qualitative and quantitative content analysis.
The literature review reveals the following four categories of criteria under which the teachers’ competence can be classified: (a) personality traits that are linked to their professional role, (b) teaching and pedagogical skills, (c) a specialized body of knowledge that can contribute to teachers’ effectiveness and, (d) attitudes and opinions on teaching, learning and the teacher’s role. Moreover, the following six knowledge fields are deemed necessary for teachers, in order to fulfil their role: knowledge of the students, knowledge about teaching methodology, knowledge of the curriculum, knowledge of context, knowledge of ‘self’, general pedagogical knowledge, and pedagogical approach to the subject taught.

The analysis of the data shows that the majority of the exam topics are related to teachers’ training in teaching methodology, and primarily, lesson planning, the selection of suitable teaching objectives and techniques, and students’ evaluation. Questions that aim to determine teachers’ competence with regard to “knowledge of the students” fail to assess their ability to understand their students and adjust their actions accordingly. A large percentage of questions refer to general pedagogical knowledge; however those related to intercultural and special needs education seem to be absent. The data analysis also showed that there is a lack of criteria to assess the pedagogical approach adopted by the teacher to the subject taught. Moreover, the recruitment exam does not assess effectively the teachers’ training in the evaluation of the curriculum and textbook used, as well as their skills in curriculum intervention and textbook adaptation to the existing context and needs of the students.

REVIEWER’S COMMENTS ON THE PUBLICATION

In Greece, the preparation programmes for teachers include mainly courses related to the subject that they are going to teach, according to the National School Curriculum. The University departments prepare teachers for secondary education. However, the Greek State does not intervene in the departmental curricula for candidate teachers, as each University department is autonomous in determining the content of its programme. The State’s influence is indirect, since it is the State that determines the selection criteria for candidate teachers. As for entering the profession, given that teachers are evaluated in exams set by the Higher Council for Personnel Recruitment, the qualifications deemed necessary are revealed indirectly by the material tested in the exams which comprise two thematic units: a) subject content; and b) general teaching methodology, pedagogical issues and specific didactics. Hence, if a department wishes to prepare its graduates for participation in the national exams, it will have to adjust its curriculum to the criteria set by the State. In this way, the work undertaken in this publication, ie an analysis of the examined topics in the national teachers’ selection exams, is indicative of the aims and limitations of pre-service teachers’ training.

WHERE TO FIND IT

http://onlinelibrary.wiley.com/doi/10.1111/j.1465-3435.2011.01495.x/abstract

PDF OF THE PUBLICATION

7_Publication_2.pdf

NAME OF THE REVIEWING ORGANISATION

T.E.I of Ionian Islands

Comments about this Publication

Your comments are welcome

Date: 2013.07.02

Posted by Eva Lisá (Slovakia)

Message: This article presents the results of a study which aims at mapping the professional knowledge of teachers in secondary schools in Greece. This article is very relevant to the Greek case where their methods of assessing prospective teachers is in transition but also for all education systems who should be constantly evaluating their methods of teacher assessment. To evaluate the data of this study the author uses qualitative and quantitative analysis of the content. Results data shows that most of the examination topics targeting staff selection are related to the training of teachers in methodology of teaching, selection of appropriate teaching aims and techniques. From the study results is clear that student performance may also have other influences besides teachers’ skills and abilities such as socio-economic status, language skills of students, schools aids and technical support, and the number of students per classroom. This article is an interesting resource of information about the Greek educational system, in particular selection of teachers for secondary schools in Greece. There are many common problems between the Greek and Slovakian educational systems.The article shows many interesting points that should be reviewed by all project partners especially in Slovakia for future primary chemistry teachers and their competences.

Date: 2013.05.30

Posted by DANIELA PETROVA (Bulgaria)

Message: The publication considers the results of a study which aims at mapping the professional knowledge of teachers in secondary schools in Greece. To evaluate the data, the author uses qualitative and quantitative analysis of the content.
The article views the criteria which ensure teachers\' pedagogical competence. They are divided into four groups:
• personal features related to their professional role;
• teaching and pedagogical skills;
• specialized sources of knowledge, which can contribute to the effectiveness of the teachers;
• attitudes and viewpoints related to teaching, learning and teacher\'s role.
Data analysis shows that most of the examination topics targeting staff selection are related to the training of teachers in methodology of teaching, mainly lesson planning, selection of appropriate teaching aims and techniques, learners\' assessment.
The questions whose purpose is to define the teachers\' competence in relation to \"students\' knowledge\" could not, however, evaluate the ability of the teachers to understand their students and to adapt to their students\' requirements.
A great number of the examination questions refer to general pedagogical knowledge. Actually questions related to intercultural relations and special educational needs are missing.
The main conclusion is that in order to improve their competences, teachers (including Chemistry teachers) should play completely their role. They should:
• provide their students with knowledge in an interesting non-traditional way;
• possess good methodological knowledge related to teaching;
• possess knowledge of the curricula;
• have the ability to adapt textbooks in the context of the existing students\' needs;
• possess good general pedagogical knowledge;
• apply an interactive pedagogical approach to the topic they teach;
• etc.
This publication does not present any scientific achievements in the area of chemistry that can be used in the process of teaching Chemistry in secondary schools. However, it is an interesting resource of information about the Greek educational system, in particular selection of teachers for secondary schools in Greece. There are many common problems between the Greek and Bulgarian educational systems.

Date: 2013.05.28

Posted by Diane Condon (Ireland)

Message: This well referenced article begins by stating that in order to provide high quality education, teachers and their proven competence play a vital role. It then goes on to define competence as a series of capabilities expressed through action. It then asks (a) What qualifications does a competent teacher need to have? and (b) How can these be evaluated?

This article is very relevant to the Greek case where their methods of assessing prospective teachers is in transition but also for all education systems who should be constantly evaluating their methods of teacher assessment.

This article goes on to describe in great detail, backed up by much research, exactly what is meant by teachers competence. It is also clear that student performance may also have other influences besides teachers’ skills and abilities such as socio-economic status, language skills of students, schools aids and technical support, and the number of students per classroom. These external factors I would imagine are common to every educational system.

It is clear in the article that while it may be possible to identify the prospective teachers’ traits and skills that are needed, the difficulty arises when trying to evaluate these.

There is great detail about the model of assessment in the Greek case. In order to enter the teaching profession one must hold a relevant university degree and pass the national teaching staff selection exams. This is similar in the Irish case. What is different perhaps is that in the Greek system the Teaching Exam is multiple-choice. This does not allow freedom to elaborate on answers.

When gathering data on the examination questions it is clear that in the Greek case that teaching methodology questions predominate, followed by pedagogical psychology and pedagogical knowledge. There were very few questions on multicultural educational issues, education and gender, special needs education and knowledge of the curriculum was rarely checked. It would be an interesting exercise for all education systems to analyse the questions of prospective teachers’ examinations in this way. I would imagine we might get similar results.

While the article doesn’t propose any solutions to the problems highlighted in teacher assessment it certainly raises many interesting points that should be reviewed by all states in looking at the way prospective teachers are assessed for competence.

Date: 2013.05.15

Posted by Helena Strýčková (ZŠ Holýšov) (Czech Republic)

Message: I find this text interesting in introducing different areas required for being a competent teacher. Many teachers participated in the study. It would be interesting to have the opportunity to assess different areas examined that are stated generally. The article is an acceptable source to get overview of Greek education system. The full text of this article is not available thus limiting the possibility of make a fully objective comment.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.