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Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach.

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Title: Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach.
Authors: Barnard, Marie (AUTHOR), Dehon, Erin (AUTHOR), Compretta, Caroline (AUTHOR), Notebaert, Andrew (AUTHOR), Sparkmon, Wesley (AUTHOR), Meyer, Edgar (AUTHOR), Stray, Stephen (AUTHOR), Taylor, Juanyce (AUTHOR), Sullivan, Donna (AUTHOR), Rockhold, Robin (AUTHOR)
Source: Educational Technology Research & Development. Oct2020, Vol. 68 Issue 5, p2595-2614. 20p.
Subjects: High school teachers, Career development, Teacher competencies, Flipped classrooms, Tracking radar
Abstract: Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers' ability to effectively implement technologically engaged modules in a flipped classroom setting. Competencies were identified via participatory evaluation techniques and assessments were aligned to the competencies. The competency of teachers in the knowledge, skills, and abilities needed for creation and delivery of effective flipped lessons can be tracked using a radar graph to guide tailored professional development. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach.
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  Data: <searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+competencies%22">Teacher competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Tracking+radar%22">Tracking radar</searchLink>
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  Data: Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers' ability to effectively implement technologically engaged modules in a flipped classroom setting. Competencies were identified via participatory evaluation techniques and assessments were aligned to the competencies. The competency of teachers in the knowledge, skills, and abilities needed for creation and delivery of effective flipped lessons can be tracked using a radar graph to guide tailored professional development. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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