کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
372736 | 622144 | 2012 | 11 صفحه PDF | دانلود رایگان |
Based on the prerequisite role of teachers’ professional development for students’ progress, our study aimed to shift the DeSeCo (Definition and Selection of Competencies; OECD, 2002) theoretical model from students’ competencies for life challenges to teachers’ professional context by creating a reliable, valid questionnaire based on the three DeSeCo's theoretical factors: using tools interactively; functioning in socially heterogeneous groups; and acting autonomously. Results demonstrated validity for the 35-item Life Challenges Teacher Inventory, which was tested on 412 teachers from different school types and disciplines. Theoretical and practical implications are discussed for professional education and growth.
► The study aimed to shift the DeSeCo theoretical model (Definition and Selection of Competencies; OECD, 2002) from students’ competencies for life challenges to teachers’ professional growth.
► The study suggests a reliable, valid questionnaire based on the three DeSeCo's factors: using tools interactively; functioning in socially heterogeneous groups; and acting autonomously.
► Theoretical and practical implications are discussed for professional education and growth.
Journal: Studies in Educational Evaluation - Volume 38, Issue 2, June 2012, Pages 44–54