Knowledge, Skills, and Attitudes of Preservice and Inservice Teachers in Educational Measurement

Autor/inn/en	Alkharusi, Hussain; Kazem, Ali Mahdi; Al-Musawai, Ali
Titel	Knowledge, Skills, and Attitudes of Preservice and Inservice Teachers in Educational Measurement
Quelle	In: Asia-Pacific Journal of Teacher Education, 39 (2011) 2, S.113-123 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
Schlagwörter	Preservice Teachers; Educational Assessment; Knowledge Level; Foreign Countries; Teaching Experience; Teaching Skills; Teacher Attitudes; Comparative Analysis; Beginning Teacher Induction; Experienced Teachers; Program Attitudes; Teacher Competencies; Teacher Surveys; Questionnaires; Oman + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Wissensbasis; Ausland; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerverhalten; Lehrkunst; Fragebogen
Abstract	Optimal outcomes of the educational assessment of students require that teachers should have adequate knowledge of, strong skills in, and favourable attitudes toward educational measurement. The present study investigated differences between preservice and inservice teachers' knowledge of, perceived skills in, and attitudes toward educational measurement. Participants were 279 preservice teachers and 233 inservice teachers from Oman. Results indicated that inservice teachers had a lower level of knowledge, a higher level of perceived skilfulness, and a more favourable attitude toward educational measurement than preservice teachers. In addition, the results not only testified to the value of preservice measurement training, but also showed the merit of teaching practicum and teaching experience when preparing teachers in educational measurement. Implications for professional preparation in educational measurement as well as recommendations for future research are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10