Job Analyses of the Knowledge Important for Newly Licensed (Certified) Chemistry and Physics Teachers. The Praxis Series: Professional Assessments for Beginning Teachers.

Autor/in	Tannenbaum, Richard J.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Job Analyses of the Knowledge Important for Newly Licensed (Certified) Chemistry and Physics Teachers. The Praxis Series: Professional Assessments for Beginning Teachers.
Quelle	(1992), (205 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Chemistry; Competence; Job Analysis; Job Skills; Knowledge Base for Teaching; Physics; Science Teachers; Secondary Education; Secondary School Teachers; Teacher Certification; Teacher Educators; Teacher Evaluation; Test Construction; Praxis Series + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Chemie; Kompetenz; Arbeitsanalyse; Produktive Fertigkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher appraisal; Lehrerbeurteilung; Testaufbau
Abstract	Two job analyses were conducted to define knowledge domains for newly certified chemistry and physics teachers, respectively, to perform their jobs competently. The results of the job analyses will be used to develop test specifications for the Praxis II Series subject Assessments in Chemistry and Physics. Initial draft domains were prepared for both subjects and reviewed by advisory panels. After revision, the draft domain for chemistry consisted of 8 major content areas and 181 knowledge statements. The domain for physics consisted of 8 major content areas and 184 statements. Survey responses of 175 teachers and 81 teacher educators supported 116 statements as important for the chemistry knowledge domain. Responses of 330 teachers and teacher educators supported 124 of the 184 physics statements. The supported statements and major content areas from both surveys should be used to construct test specifications to measure content knowledge for physics and chemistry teachers. Eight appendixes include the surveys and supplemental information about responses and methodology. Twelve tables present study findings. (Contains nine references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC