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A MODULAR APPROACH TO THE FORMATION OF COMPETENCIES OF BACHELORS OF TEACHER EDUCATION
Corresponding Author(s) : Roman S. Nagovitsyn
Humanities & Social Sciences Reviews,
Vol. 8 No. 1 (2020): January
Abstract
Purpose of the study: The purpose of this study to develop a model for the implementation of a modular approach to the formation of competencies of bachelors of pedagogical education and experimentally prove its effectiveness in the practice of professional training of students - future teachers.
Methodology: Based on the diagnostic tools for B. Bloom's taxonomy in the author's modification, the levels of formation for each competency (n=19) identified for research work in the aspect of advanced (excellent), basic (good) and threshold (satisfactory) indicators were determined. Monitoring was carried out according to activity and reflective indicator. The study participants were students studying at the bachelor's degree in the direction of “Education and pedagogical sciences†(n=87). The authors used the SPSS20 program to analyze the student's t-test.
Main Findings: The pedagogical experiment showed the reliability of a larger number of students of the experimental group, compared with the control group, in terms of the high - advanced level of formation of their average competencies (p<0.01). The implementation of the modular approach with the highest significance (p<0.01) had an impact on students' ability to analyze the main stages and patterns of historical development for the formation of patriotism and civic position. Using the author’s curriculum, the ability to solve the problems of upbringing and spiritual and moral development of students in educational and extracurricular activities significantly increased (p<0.01) among students.
Applications of this study: The results of the experiment will be of interest to a wide circle of students and specialists in the field of pedagogical science.
Novelty of this study: The practical implementation of the author’s curriculum on the basis of a modular approach to the formation of competencies at the levels of “knowledge - skill - skill - action†in the system “basic academic disciplines - varied subjects - educational practice - state certification†has made it possible to increase the efficiency of the educational process.
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- Adu-Yeboah, C., & Yaw, K.C. (2018). Preparing teacher trainees for field experience: Lessons from the on-campus practical experience in colleges of education in Ghana. Sage Open, 8(4). http://doi.org/10.1177/2158244018807619 DOI: https://doi.org/10.1177/2158244018807619
- Alsop, S., Dippo, D., & Zandvliet, D.B. (2007). Teacher education as or for social and ecological transformation: Place-based reflections on local and global participatory methods and collaborative practices. Journal of Education for Teaching, 33(2), 207-223. https://doi.org/10.1080/02607470701259499 DOI: https://doi.org/10.1080/02607470701259499
- Baier, F., Decker, A.T, Voss, T., Kleickmann, T., Klusmann, U., & Kunter, M. (2019). What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality. British Journal of Educational Psychology, 89(4), 767-786. http://doi.org/10.1111/bjep.12256 DOI: https://doi.org/10.1111/bjep.12256
- Barghi, R., Zakaria, Z., Hamzah, A., & Hashim N.H. (2017). Heritage education in the Primary School Standard Curriculum of Malaysia. Teaching and Teacher Education, 61, 124-131. https://doi.org/10.1016/j.tate.2016.10.012. DOI: https://doi.org/10.1016/j.tate.2016.10.012
- Bastian, K.C., McCord, D.M., Marks, J.T., & Carpenter, D. (2017). A temperament for teaching? Associations between personality traits and beginning teacher performance and retention. AERA Open, 3(1), 1-17. https://doi.org/10.1177/2332858416684764 DOI: https://doi.org/10.1177/2332858416684764
- Brookhart, S.M. (2011). Educational Assessment Knowledge and Skills for Teachers. Educational Measurement: Issues and Practice, 30(1), 3-12. https://doi.org/10.1111/j.1745-3992.2010.00195.x DOI: https://doi.org/10.1111/j.1745-3992.2010.00195.x
- Corcoran, R.P., & O'Flaherty, J. (2017). Executive function during teacher preparation. Teaching and Teacher Education, 63, 168-175. https://doi.org/10.1016/j.tate.2016.12.023 DOI: https://doi.org/10.1016/j.tate.2016.12.023
- Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5), 523-545. http://doi.org/10.1016/S0742-051X(00)00015-9 DOI: https://doi.org/10.1016/S0742-051X(00)00015-9
- Evans, N.S., Stevenson, R.B., Lasen, M., Ferreira, J., & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63, 405-417. https://doi.org/10.1016/j.tate.2017.01.013 DOI: https://doi.org/10.1016/j.tate.2017.01.013
- Goodman, G., Arbona, C., & De Rameriz, R.D. (2008). High-stakes, minimum-competency exams: How competent are they for evaluating teacher competence? Journal of Teacher Education, 59(1), 24-39. https://doi.org/10.1177/0022487107309972 DOI: https://doi.org/10.1177/0022487107309972
- Gulbrandsen M., & Aanstad S. (2014). Is innovation a useful concept for arts and humanities research? Arts and Humanities in Higher Education, 14(1), 9-24. http://doi.org/10.1177/1474022214533890 DOI: https://doi.org/10.1177/1474022214533890
- Hammerness, K., & Klette, K. (2015). Indicators of quality in teacher education: Looking at features of teacher education from an international perspective. International Perspectives on Education and Society, 27, 239-277. https://doi.org/10.1108/S1479-367920140000027013 DOI: https://doi.org/10.1108/S1479-367920140000027013
- Humphreys, S., Dunne, M., Durrani, N., Sankey, S., & Kaibo, J. (2020). Becoming a teacher: Experiences of female trainees in initial teacher education in Nigeria. Teaching and Teacher Education, 87, 102957. https://doi.org/10.1016/j.tate.2019.102957 DOI: https://doi.org/10.1016/j.tate.2019.102957
- Jacobs, C. (2000). The Evaluation of Educational Innovation. Evaluation, 6(3), 261-280. http://doi.org/10.1177/13563890022209280 DOI: https://doi.org/10.1177/13563890022209280
- Jenset, I.S., Klette, K., & Hammerness, K. (2017). Grounding teacher education in practice around the world: An examination of teacher education coursework in teacher education programs in Finland, Norway, and the United States. Journal of Teacher Education, 69(2), 184-197. http://dx.doi.org/10.1177/0022487117728248 DOI: https://doi.org/10.1177/0022487117728248
- Kaufman, N. J., & Scott, C. (2016). Innovation in Higher Education: Lessons Learned from Creating a Faculty Fellowship Program. The Journal of Law, Medicine & Ethics, 44(1), 97-106. http://doi.org/10.1177/1073110516644239 DOI: https://doi.org/10.1177/1073110516644239
- Klassen, R.M., & Tze, V.M.C. (2014). Teachers' self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. http://doi.org/10.1016/j.edurev.2014.06.001 DOI: https://doi.org/10.1016/j.edurev.2014.06.001
- Kwan, L.Y., Leung, A.K., & Liou S. (2018). Culture, Creativity, and Innovation. Journal of Cross-Cultural Psychology, 49(2), 165-170. http://doi.org/10.1177/0022022117753306 DOI: https://doi.org/10.1177/0022022117753306
- Leenknecht, M., Wijnia, L., Loyens, S.M., & Rikers, R.M. (2017). Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement, Teaching and Teacher Education, 68, 134-142. https://doi.org/10.1016/j.tate.2017.08.020 DOI: https://doi.org/10.1016/j.tate.2017.08.020
- Lee, I., Mak, P., & Burns, A. (2015). EFL teachers’ attempts at feedback innovation in the writing classroom. Language Teaching Research, 20(2), 248-269. http://dx.doi.org/10.1177/1362168815581007 DOI: https://doi.org/10.1177/1362168815581007
- Lynch, H.L., & Fisher-Ari, T.R. (2017). Metaphor as pedagogy in teacher education.Teaching and Teacher Education, 66, 195-203. https://doi.org/10.1016/j.tate.2017.03.021 DOI: https://doi.org/10.1016/j.tate.2017.03.021
- Mandinach, E.B., &Gummer, E.S. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60, 366-376. https://doi.org/10.1016/j.tate.2016.07.011. DOI: https://doi.org/10.1016/j.tate.2016.07.011
- Munthe, E., & Rogne, M. (2015). Research-based teacher education. Teaching and Teacher Education. 46(1), 17-24. https://doi.org/10.1016/j.tate.2014.10.006 DOI: https://doi.org/10.1016/j.tate.2014.10.006
- Nagovitsyn, R.S., Bartosh, D.K., Ratsimor, A.Y. & Maksimov, Y.G. (2018). Formation of social tolerance among future teachers. European Journal of Contemporary Education, 7(4), 754-763. https://doi.org/10.13187/ejced.2018.4.754 DOI: https://doi.org/10.13187/ejced.2018.4.754
- Nagovitsyn, R.S., Bartosh, D.K., Ratsimor, A.Y. & Neverova, N.V. (2019). Modernization of regional continuing pedagogical education in the «school-college-institute». European Journal of Contemporary Education, 8(1), 144-156. https://doi.org/10.13187/ejced.2019.1.144 DOI: https://doi.org/10.13187/ejced.2019.1.144
- Nagovitsyn, R.S., Zamolotskikh, E.G., Potashova, I.I., & Rybakova, L.V. (2019). Model of the system of raising the social status of the teacher in the region on the basis of a pedagogical university. European Journal of Contemporary Education, 8(2), 315-327. https://doi.org/10.13187/ejced.2019.2.315 DOI: https://doi.org/10.13187/ejced.2019.2.315
- Notten, T. (2016). Teaching, researching, and innovation. Teaching Public Administration, 34(1), 70-82. http://doi.org/10.1177/0144739415598366 DOI: https://doi.org/10.1177/0144739415598366
- Peurach, D.J. (2016). Innovating at the Nexus of Impact and Improvement. Educational Researcher, 45(7), 421-429. https:// doi.org/10.3102/0013189X16670898 DOI: https://doi.org/10.3102/0013189X16670898
- Richmond, G., & Tatto, M. T. (2016). Innovation in Educational Research. Journal of Teacher Education. 67(5), 7-16. http://dx.doi.org/10.1177/0022487116670866 DOI: https://doi.org/10.1177/0022487116670866
- Shawer, S.F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training, Teaching and Teacher Education, 63, 296-313. https://doi.org/10.1016/j.tate.2016.12.017 DOI: https://doi.org/10.1016/j.tate.2016.12.017
- Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration. Environmental Education Research, 11(5), 623-647. http://dx.doi.org/10.1080/13504620500169841 DOI: https://doi.org/10.1080/13504620500169841
- Toom, A., Pietarinen, J., Soini, T., & Pyhältö, K. (2017). How does the learning environment in teacher education cultivate first-year student teachers' sense of professional agency in the professional community? Teaching and Teacher Education, 63, 126-136. https://doi.org/10.1016/j.tate.2016.12.013 DOI: https://doi.org/10.1016/j.tate.2016.12.013
- Varga, A., Kószó, M.F., Mayer, M., & Sleurs, W. (2007). Developing teacher competencies for education for sustainable development through reflection: The Environment and School Initiatives approach. Journal of Education for Teaching, 33(2), 241-256. http://dx.doi.org/10.1080/02607470701259564 DOI: https://doi.org/10.1080/02607470701259564
References
Adu-Yeboah, C., & Yaw, K.C. (2018). Preparing teacher trainees for field experience: Lessons from the on-campus practical experience in colleges of education in Ghana. Sage Open, 8(4). http://doi.org/10.1177/2158244018807619 DOI: https://doi.org/10.1177/2158244018807619
Alsop, S., Dippo, D., & Zandvliet, D.B. (2007). Teacher education as or for social and ecological transformation: Place-based reflections on local and global participatory methods and collaborative practices. Journal of Education for Teaching, 33(2), 207-223. https://doi.org/10.1080/02607470701259499 DOI: https://doi.org/10.1080/02607470701259499
Baier, F., Decker, A.T, Voss, T., Kleickmann, T., Klusmann, U., & Kunter, M. (2019). What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality. British Journal of Educational Psychology, 89(4), 767-786. http://doi.org/10.1111/bjep.12256 DOI: https://doi.org/10.1111/bjep.12256
Barghi, R., Zakaria, Z., Hamzah, A., & Hashim N.H. (2017). Heritage education in the Primary School Standard Curriculum of Malaysia. Teaching and Teacher Education, 61, 124-131. https://doi.org/10.1016/j.tate.2016.10.012. DOI: https://doi.org/10.1016/j.tate.2016.10.012
Bastian, K.C., McCord, D.M., Marks, J.T., & Carpenter, D. (2017). A temperament for teaching? Associations between personality traits and beginning teacher performance and retention. AERA Open, 3(1), 1-17. https://doi.org/10.1177/2332858416684764 DOI: https://doi.org/10.1177/2332858416684764
Brookhart, S.M. (2011). Educational Assessment Knowledge and Skills for Teachers. Educational Measurement: Issues and Practice, 30(1), 3-12. https://doi.org/10.1111/j.1745-3992.2010.00195.x DOI: https://doi.org/10.1111/j.1745-3992.2010.00195.x
Corcoran, R.P., & O'Flaherty, J. (2017). Executive function during teacher preparation. Teaching and Teacher Education, 63, 168-175. https://doi.org/10.1016/j.tate.2016.12.023 DOI: https://doi.org/10.1016/j.tate.2016.12.023
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5), 523-545. http://doi.org/10.1016/S0742-051X(00)00015-9 DOI: https://doi.org/10.1016/S0742-051X(00)00015-9
Evans, N.S., Stevenson, R.B., Lasen, M., Ferreira, J., & Davis, J. (2017). Approaches to embedding sustainability in teacher education: A synthesis of the literature. Teaching and Teacher Education, 63, 405-417. https://doi.org/10.1016/j.tate.2017.01.013 DOI: https://doi.org/10.1016/j.tate.2017.01.013
Goodman, G., Arbona, C., & De Rameriz, R.D. (2008). High-stakes, minimum-competency exams: How competent are they for evaluating teacher competence? Journal of Teacher Education, 59(1), 24-39. https://doi.org/10.1177/0022487107309972 DOI: https://doi.org/10.1177/0022487107309972
Gulbrandsen M., & Aanstad S. (2014). Is innovation a useful concept for arts and humanities research? Arts and Humanities in Higher Education, 14(1), 9-24. http://doi.org/10.1177/1474022214533890 DOI: https://doi.org/10.1177/1474022214533890
Hammerness, K., & Klette, K. (2015). Indicators of quality in teacher education: Looking at features of teacher education from an international perspective. International Perspectives on Education and Society, 27, 239-277. https://doi.org/10.1108/S1479-367920140000027013 DOI: https://doi.org/10.1108/S1479-367920140000027013
Humphreys, S., Dunne, M., Durrani, N., Sankey, S., & Kaibo, J. (2020). Becoming a teacher: Experiences of female trainees in initial teacher education in Nigeria. Teaching and Teacher Education, 87, 102957. https://doi.org/10.1016/j.tate.2019.102957 DOI: https://doi.org/10.1016/j.tate.2019.102957
Jacobs, C. (2000). The Evaluation of Educational Innovation. Evaluation, 6(3), 261-280. http://doi.org/10.1177/13563890022209280 DOI: https://doi.org/10.1177/13563890022209280
Jenset, I.S., Klette, K., & Hammerness, K. (2017). Grounding teacher education in practice around the world: An examination of teacher education coursework in teacher education programs in Finland, Norway, and the United States. Journal of Teacher Education, 69(2), 184-197. http://dx.doi.org/10.1177/0022487117728248 DOI: https://doi.org/10.1177/0022487117728248
Kaufman, N. J., & Scott, C. (2016). Innovation in Higher Education: Lessons Learned from Creating a Faculty Fellowship Program. The Journal of Law, Medicine & Ethics, 44(1), 97-106. http://doi.org/10.1177/1073110516644239 DOI: https://doi.org/10.1177/1073110516644239
Klassen, R.M., & Tze, V.M.C. (2014). Teachers' self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. http://doi.org/10.1016/j.edurev.2014.06.001 DOI: https://doi.org/10.1016/j.edurev.2014.06.001
Kwan, L.Y., Leung, A.K., & Liou S. (2018). Culture, Creativity, and Innovation. Journal of Cross-Cultural Psychology, 49(2), 165-170. http://doi.org/10.1177/0022022117753306 DOI: https://doi.org/10.1177/0022022117753306
Leenknecht, M., Wijnia, L., Loyens, S.M., & Rikers, R.M. (2017). Need-supportive teaching in higher education: Configurations of autonomy support, structure, and involvement, Teaching and Teacher Education, 68, 134-142. https://doi.org/10.1016/j.tate.2017.08.020 DOI: https://doi.org/10.1016/j.tate.2017.08.020
Lee, I., Mak, P., & Burns, A. (2015). EFL teachers’ attempts at feedback innovation in the writing classroom. Language Teaching Research, 20(2), 248-269. http://dx.doi.org/10.1177/1362168815581007 DOI: https://doi.org/10.1177/1362168815581007
Lynch, H.L., & Fisher-Ari, T.R. (2017). Metaphor as pedagogy in teacher education.Teaching and Teacher Education, 66, 195-203. https://doi.org/10.1016/j.tate.2017.03.021 DOI: https://doi.org/10.1016/j.tate.2017.03.021
Mandinach, E.B., &Gummer, E.S. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60, 366-376. https://doi.org/10.1016/j.tate.2016.07.011. DOI: https://doi.org/10.1016/j.tate.2016.07.011
Munthe, E., & Rogne, M. (2015). Research-based teacher education. Teaching and Teacher Education. 46(1), 17-24. https://doi.org/10.1016/j.tate.2014.10.006 DOI: https://doi.org/10.1016/j.tate.2014.10.006
Nagovitsyn, R.S., Bartosh, D.K., Ratsimor, A.Y. & Maksimov, Y.G. (2018). Formation of social tolerance among future teachers. European Journal of Contemporary Education, 7(4), 754-763. https://doi.org/10.13187/ejced.2018.4.754 DOI: https://doi.org/10.13187/ejced.2018.4.754
Nagovitsyn, R.S., Bartosh, D.K., Ratsimor, A.Y. & Neverova, N.V. (2019). Modernization of regional continuing pedagogical education in the «school-college-institute». European Journal of Contemporary Education, 8(1), 144-156. https://doi.org/10.13187/ejced.2019.1.144 DOI: https://doi.org/10.13187/ejced.2019.1.144
Nagovitsyn, R.S., Zamolotskikh, E.G., Potashova, I.I., & Rybakova, L.V. (2019). Model of the system of raising the social status of the teacher in the region on the basis of a pedagogical university. European Journal of Contemporary Education, 8(2), 315-327. https://doi.org/10.13187/ejced.2019.2.315 DOI: https://doi.org/10.13187/ejced.2019.2.315
Notten, T. (2016). Teaching, researching, and innovation. Teaching Public Administration, 34(1), 70-82. http://doi.org/10.1177/0144739415598366 DOI: https://doi.org/10.1177/0144739415598366
Peurach, D.J. (2016). Innovating at the Nexus of Impact and Improvement. Educational Researcher, 45(7), 421-429. https:// doi.org/10.3102/0013189X16670898 DOI: https://doi.org/10.3102/0013189X16670898
Richmond, G., & Tatto, M. T. (2016). Innovation in Educational Research. Journal of Teacher Education. 67(5), 7-16. http://dx.doi.org/10.1177/0022487116670866 DOI: https://doi.org/10.1177/0022487116670866
Shawer, S.F. (2017). Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training, Teaching and Teacher Education, 63, 296-313. https://doi.org/10.1016/j.tate.2016.12.017 DOI: https://doi.org/10.1016/j.tate.2016.12.017
Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration. Environmental Education Research, 11(5), 623-647. http://dx.doi.org/10.1080/13504620500169841 DOI: https://doi.org/10.1080/13504620500169841
Toom, A., Pietarinen, J., Soini, T., & Pyhältö, K. (2017). How does the learning environment in teacher education cultivate first-year student teachers' sense of professional agency in the professional community? Teaching and Teacher Education, 63, 126-136. https://doi.org/10.1016/j.tate.2016.12.013 DOI: https://doi.org/10.1016/j.tate.2016.12.013
Varga, A., Kószó, M.F., Mayer, M., & Sleurs, W. (2007). Developing teacher competencies for education for sustainable development through reflection: The Environment and School Initiatives approach. Journal of Education for Teaching, 33(2), 241-256. http://dx.doi.org/10.1080/02607470701259564 DOI: https://doi.org/10.1080/02607470701259564