A Job Analysis of the Knowledge Important for Newly Licensed (Certified) General Science Teachers. The Praxis Series: Professional Assessments for Beginning Teachers.

Autor/in	Tannenbaum, Richard J.
Institution	Educational Testing Service, Princeton, NJ.
Titel	A Job Analysis of the Knowledge Important for Newly Licensed (Certified) General Science Teachers. The Praxis Series: Professional Assessments for Beginning Teachers.
Quelle	(1992), (127 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Beginning Teachers; Competence; Elementary Secondary Education; General Science; Job Analysis; Job Skills; Knowledge Base for Teaching; Licensing Examinations (Professions); Science Teachers; Secondary School Teachers; Surveys; Teacher Certification; Teacher Educators; Teacher Evaluation; Test Construction; Praxis Series + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Kompetenz; Arbeitsanalyse; Produktive Fertigkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher appraisal; Lehrerbeurteilung; Testaufbau
Abstract	A job analysis was conducted to define a knowledge domain necessary for newly licensed (certified) general science teachers to perform their jobs competently. The results of the job analysis will be used to develop test specifications for the Praxis II Subject Assessment in General Science. An initial draft domain of important knowledge statements was constructed by Educational Testing Service Test Development staff. The draft domain of 7 major knowledge areas and 278 specific knowledge statements was revised after review by an advisory committee of 3 teachers (one middle school, and two secondary school), 3 teacher educators, and a state administrator. The revised domain of 270 statements was sent, in survey form, to teachers and teacher educators. Responses of 178 teachers and teacher educators, a response rate of 26%, verified 153 statements as important and supported the major knowledge areas. These statements should be used to construct test specifications for a test of general science knowledge. Eight appendixes include the survey instrument and supplemental information about responses and methodology. Five tables summarize study findings. (Contains nine references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC