Adult Basic Education and Adult High School Teacher Competency Inventory: Utah Study.

Autor/in	Peebles, James D.
Institution	Missouri Univ., Kansas City. Center for Resource Development in Adult Education.
Titel	Adult Basic Education and Adult High School Teacher Competency Inventory: Utah Study.
Quelle	(1975), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Educators; Educational Needs; Questionnaires; Rating Scales; Secondary Education; State Surveys; Teaching Skills; Utah + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Educational need; Bildungsbedarf; Fragebogen; Rating-Skala; Sekundarbereich; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	The survey, conducted to determine patterns of instructional needs as perceived by adult basic education (ABE) and adult high school (AHS) teachers, attempts to answer three questions: from a broad array of possible instructional competencies, which competencies do teachers (1) perceive as being of the highest priority? (2) feel they have the greatest ability to perform? (3) rate highest in priority and lowest in their ability to perform? The population surveyed consisted of 69 ABE teachers and 186 AHS teachers employed in Utah. A majority of the teachers did not respond; respondents were the more experienced teachers. The survey instrument, the Adult Basic Education Teacher Competency Inventory (revised October 1974), consisting of 170 statements of teacher competency previously established and validated, is appended. Teachers were asked to indicate the degree to which a teacher should be able to perform, and the degree to which they can perform, each competency. These are among the findings: ABE teachers felt most competent in those areas which they gave highest priority; the area of highest need was mathematics instruction. AHS teachers agreed widely on their abilities and on most-valued competencies; math and reading competencies showed great differences between "should" and "able to" statements. (Author/AJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC