Proposing a comprehensive model for identifying teaching candidates
- 971 Downloads
Teacher education in universities continues to diversify in the twenty-first century. Just as course offerings, course delivery, staffing and the teaching/research mix varies extensively from university to university so does the procedure for pre-service teacher selection. Various factors bear on selection procedures and practices however few university courses have rigorous testing procedures for candidate selection. Further, there has been an over-reliance on grade scores and interview as preferred selection methods. A method of selection based on a comprehensive and broad spectrum set of tests and questionnaires is proposed on which to base selection. We suggest that a model comprised of previous achievements, tests of ability and reasoning, self and social interaction are the best indicators and that scores on these factors should be taken into account to provide valid and reliable data on which to make good decisions when selecting candidates.
KeywordsEntry testing Teacher selection Teacher candidates
- Ahearn, C., Harmon, H., & Sanders, J. R. (2006). How to recruit and retain teachers and other school leaders in hard-to-staff rural and small school districts. Greensborough: Serve Center.Google Scholar
- Australian Government. (2009). Transforming Australia’s higher education system. Canberra: Department of Education, Employment and Workplace Relations.Google Scholar
- Australian Institute for Teaching and School Leadership (AITSL). (2011a). National [Australian] professional standards for teachers. Melbourne: AITSL.Google Scholar
- Australian Institute for Teaching and School Leadership (AITSL). (2011b). Accreditation of initial teacher education programs in Australia. Melbourne: AITSL.Google Scholar
- Bowles, T. (2010). The association of typologies of communication style with characteristics of relationship conflict. Australian Journal of Communication, 37(3), 117–129.Google Scholar
- Costa, P., & McCrae, R. (1995). Domains and facets: Hierarchical personality assessment using the revised NEO personality inventory. Journal of Research in Personality, 64, 21–50.Google Scholar
- Darling-Hammond, L. (2006). Powerful teacher education: lessons from exemplary programs. San Francisco: Wiley.Google Scholar
- Department of Education Employment and Workplace Relations (DEEWR). (2008). Higher education statistics collection. Canberra: Author. Retrieved from http://www.dest.gov.au/sectors/higher_education/publications_resources/statistics/publications_higher_education_statistics_collections.htm.
- Dinham, S. (2008a). How to get your school moving and improving: an evidence-based approach. Camberwell: ACER Press.Google Scholar
- Dinham, S. (2008b). Feedback on Feedback. Teacher: the national education magazine, May, 20–23.Google Scholar
- Edwards, D., Coates, H., & Friedman, T. (2012). A survey of international practice in university admissions testing. Higher Education Management and Policy, OECD, 24(1), 87–104.Google Scholar
- Gorski, P. C., Davis, S. N., & Reiter, A. (2013). An examination of the (in)visibility of sexual orientation, heterosexism, homophobia, and other LGBTQ concerns in US multicultural teacher education coursework. Journal of LGBT Youth, 10(3), 224–248. doi: 10.1080/19361653.2013.798986.CrossRefGoogle Scholar
- Gottfredson, L. S. (2002). Where and why g matters: Not a mystery. Human Performance, 15(1/2), 25–46.Google Scholar
- Harris, A. (2009). Addressing english language proficiency in a business faculty. Eculture, 2, 1–7.Google Scholar
- Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.Google Scholar
- Hattie, J. (2011). Visible learning for teachers: maximising impact on learning. New York: Routledge.Google Scholar
- Hollman, J. H., Rindflesch, A. B., Youdas, J. W., Krause, D. A., Hellyer, N. J., & Kinlaw, D. (2008). Retrospective analysis of the behavioural interview and other permission variables to predict licensure examination outcomes in physical therapy. Journal of Allied Health, 37(2), 97–104.Google Scholar
- Ingvarson, L. (2012). Comments on DEECD Discussion Paper: New Directions or School Leadership and the Teaching Profession. http://www.pc.gov.au/__data/assets/pdf_file/0005/115484/subdr067.pdf.
- Jamil, F. M., Downer, J. T. & Pianta, R. C. (2012). Association of pre-service teachers’ performance, personality, and beliefs with teacher self-efficacy at program completion. Teacher Education Quarterly, Fall, 119–138.Google Scholar
- Kane, T & Darling-Hammond, L. (2012, June 24). The journal report: Big issues in education should student test scores be used to evaluate teachers? The Wall Street Journal. Retrieved from http://online.wsj.com/news/articles/SB10001424052702304723304577366023832205042.
- Lindqvist, E., & Vestman, R. (2011). The labor market returns to cognitive and noncognitive ability: Evidence from the swedish enlistment. American Economic Journal, 3(1), 101–128.Google Scholar
- Metzger, S., A., & Wu, M. (2008). Commercial teacher selection instruments: The validity of selecting teachers through beliefs, attitudes, and values. Review of Educational Research, 78(4), 921–940. DOI: 10.3102/0034654308323035.
- Munro, S. (2008). Opportunity lies in teacher--child interaction. Education Digest, 73(6), 46–48.Google Scholar
- O’Meara, J. (2011). Australian teacher education reforms: reinforcing the problem or providing a solution?. Journal of Education for Teaching: International Research and Pedagogy, 37(4), 2011.Google Scholar
- Oliphant, G., Hansen, K., & Oliphant, B. J. (2008). Predictive validity of a behavioral interview technique. The Marketing Management Journal, 18(2), 93–105.Google Scholar
- Palmer, N., Bexley, E., & James, R. (2011). Selection and participation in higher education: University selection in support of student success and diversity of participation. Melbourne: University of Melbourne.Google Scholar
- Productivity Commission. (2012). Schools Workforce, Research Report. Canberra: Australian Government. Available at: http://www.pc.gov.au/__data/assets/pdf_file/0020/116651/schools-workforce.pdf.
- Reiter, A. B., & Davis, S. N. (2011). Factors influencing pre-service teachers’ beliefs about student achievement evaluation of a pre-service teacher diversity awareness program. Multicultural Education, 19(3), 41–46.Google Scholar
- Schunk, D. H. & Mullen, C. A. (2013). Toward a Conceptual model of mentoring research: Integration with self-regulated learning. Educational Psychology Review, DOI 10.1007/s10648-013-9233-3; http://link.springer.com.ezp.lib.unimelb.edu.au/content/pdf/10.1007%2Fs10648-013-9233-3.pdf.
- Shuls, J. V. & Ritter, G. W. (2013). Teacher preparation: Not an either-or. Phi Delta Kappan, 94(7), 28–32.Google Scholar
- Sunley, R., & Locke, R. (2010). Exploring UK secondary teachers’ professional values: An overview of the literature since 2000. Educational Research, 52(4), 409–425.Google Scholar
- Tait, M. (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, 35(4), 57–75.Google Scholar
- Vohs, K. D., & Baumeister, R. F. (2010). Handbook of self-regulation: research, theory, and applications (2nd ed.). London: The Guilford Press.Google Scholar