Teacher qualifications

"Together with National Qualifications Frameworks (NQFs) in England, Ireland, Scotland, New Zealand and Australia, the South African NQF is part of a somewhat elite, even notorious, and often criticised group of first generation NQFs that were established between the late 1980s and early 1990s. These NQFs were rooted in the thinking on competency, lifelong learning and outcomes-based education that prevailed in the United Kingdom at the time (Young, 2005). In the subsequent period up to 2005, more than 30 additional countries have embarked on NQF development, while three regional qualification framework initiatives are also currently underway, one in the Southern African Development Community (SADC), another in the European Union (EU), and yet another amongst English-speaking Caribbean countries (Tuck et al., 2005). Backgrounded by this continued drive for NQF development across the world, I use this paper to reflect critically on the extent to which the development and implementation of the South African NQF has impacted on the regulation of teacher education. In particular I discuss the extent to which:

• provisioning of teacher education has been quality assured through NQF sub-systems;
• teacher qualifications and standards have been developed and realigned to NQF requirements to accommodate, amongst others, un- and under-qualified teachers; and
• professional development points for teachers are being introduced to complement the NQF credit system (Department of Education, 2005).

The paper is concluded with specific observations that may be of value to other countries that are using, or plan to use, NQFs to regulate and improve teacher education. "

Teacher loss has become a major concern in many countries across the world. The increasing international migration of skilled professional teachers is aggravating this situation, particularly for smaller countries trying to maintain national schooling systems, and striving to reach the goals of Universal Primary Education by 2015. At the same time it is acknowledged that international teacher migration can benefit schooling systems and prove to
a significant contributor to the professional development of teachers. In September 2004 the Ministers of Education of the Commonwealth countries formally adopted a Commonwealth
Teacher Recruitment Protocol. The Protocol “aims to balance the rights of teachers to migrate internationally against the need to protect the integrity of national education systems” (Commonwealth Secretariat, 2004: 7). The Education Ministers requested the Commonwealth Secretariat to establish two working groups, namely one on teacher qualifications, the other on teacher professional development and exchanges in order to investigate various dimensions of teacher migrations across Commonwealth countries.

The Commonwealth Secretariat initiated a consultative and participatory process in 2011 to develop a broad pan-Commonwealth framework for professional standards for
teachers and school leaders. The main purpose of the proposed standards framework is to guide countries in defining the basic requirements related to knowledge, pedagogical skills and
personal attributes that teachers and school leaders must demonstrate in order to achieve the objectives of education.
This standards framework draws on extensive work facilitated by the Commonwealth Secretariat between 2011 and 2013.

Las tecnologías digitales han servido de altavoz para la comunicación y la colaboración, proporcionándonos un escenario el que comunicarse y colaborar es cada vez más fácil y rápido. ¿Nuestra comunicación es mejor? ¿Cómo colaboramos cuando aprendemos? Partiendo del análisis de la influencia de los procesos comunicativos y colaborativos en la labor docente, desde un punto de vista educomunicativo, este artículo aporta un panorama multidisciplinar sobre las ventajas de las competencias comunicativas y colaborativas en los procesos de enseñanza-aprendizaje de los docentes. Para ello, se ha realizado un análisis de tipo documental, aportando una visión pormenorizada de los campos que debe tratar la formación de docentes en materia de comunicación y colaboración.

En un entorno mediado por las Tecnologías de la Información y la Comunicación por la pandemia (COVID-19), es necesario la Asesoría Educativa (AE) en el diagnóstico institucional de las necesidades de formación profesional (D1.C2.GE4) de las Competencias Digitales Docente (CDD). Considerando que, la Unidad Educativa del Milenio Amazonas no tuvo este diagnóstico, se planteó la pregunta ¿en qué medida el asesoramiento del diagnóstico institucional servirá para la determinación del estado de las CDD? En el marco de los Estándares de Calidad Educativa, el objetivo fue asesorar al Directivo en este diagnóstico mediante el Plan de Asesoría para la determinación del estado de las CDD, período académico 2020 – 2021. El estudio fue mixto de alcance explicativo y utilizó la Investigación Acción, donde el Directivo fue el sujeto de estudio. Se aplicó técnicas de recolección de información como los documentos oficiales, la entrevista y Delphi; así mismo, se empleó técnicas de análisis como el de contenido y la estadística descriptiva. Los resultados indicaron debilidades y fortalezas de la Gestión Escolar a la hora de levantar este diagnóstico, lo cual fue base para proponer un Plan, sometido a juicio y validación de expertos. La implementación del Plan permitió indicar que las etapas y metodología de asesoramiento orientan la gestión institucional de manera estratégica, veraz, pertinente y suficiente. Por lo tanto, se concluye que el asesoramiento del diagnóstico institucional permite la determinación del estado de las CDD, favoreciendo así la creación de conocimiento a través del proceso de AE.

"What does it mean to recognise the qualifications of a teacher awarded in the United Kingdom when the teacher
migrates to Canada, from Barbados to New Zealand, or from South Africa to the Cameroon? As increasing numbers of
teachers migrate between countries in the Commonwealth, often in search of greener pastures, but more recently with the global
economic downturn, also returning to their countries of origin, a deeper understanding of the qualifications and requirements
which give these teachers the right to practice has become essential. This article draws on the findings of a recent research
initiative on teacher qualification in the Commonwealth undertaken by the South African Qualifications Authority in collaboration
with the Commonwealth Secretariat. The study is located within the broader context of the Commonwealth Teacher Recruitment
Protocol. This article draws on the findings of a recent research initiative on teacher qualification in the Commonwealth undertaken by the South African Qualifications Authority in collaboration with the Commonwealth Secretariat. The study is located within the broader context of the Commonwealth Teacher Recruitment Protocol."

Qualifications of language teachers affect their students’ language development and proficiency. Turkish learners’ low performance in international English proficiency indices requires an investigation of the qualifications of language teachers from a critical point of view. Without
doubt, one of the crucial qualifications that language teachers need to
possess is a high proficiency and competency in the target language.
However, graduating from different programs in high schools, students
are placed in English language teaching (ELT) programs with limited
English proficiency. Considering the success of the Netherlands as the
top country in international English proficiency indices, this study aims
to find the admission requirements of the ELT programs in the
Netherlands, to compare them with the ones in Turkey, and to suggest
comprehensive admission requirements for ELT programs in Turkey. In
this regard, a document analysis merging a detailed analysis of information regarding the admission requirements of the ELT programs in both countries and national and international statistics was conducted.Consequently, some recommendations regarding the likely changes to be made in the admission requirements to the ELT programs in Turkey are made.

The teachers are expected to monitor the progress of students in teaching process as well after the transformation from traditional to constructivist curriculum. The main aim of this study is to reveal the problems faced in classrooms in implementing the alternative assessment methods by using holistic literature review. Based on the research question " What is the usage of alternative assessment methods in elementary and high school " , two sub-questions are asked to limit the review: a) What kind of alternative assessment methods are used in elementary and high school? b) What kind of problems occur in implementing the alternative assessment methods in elementary and high school? This study revealed that teachers need serious training in pre-service and in-service education not only for alternative assessment methods but also for general assessment methods. The teachers have no adequate knowledge about formative assessment methods to enhance their instruction. Alternative assessment methods should be modified according to the curriculum and objectives along with time allocated for evaluation. Some valuable researches can be done to change the teachers' negative beliefs concerning the benefits of the alternative assessment methods. Finally, observational and experimental studies are needed to clarify the issues faced in alternative assessment methods. Extended Summary Purpose According to the concept change in the philosophy of National Ministry of Education, the teachers have been expected to monitor the progress of students in teaching process since 2004. The aim of this process is not to judge the students but to explore the deficiencies and the developments of the teachers and students. This process is also called formative classroom evaluation, suitable for individual differences (Aydoğmuş & Coşkun-Keskin, 2012). This formative evaluation includes alternative assessment applications such as performance evaluation, portfolio, project development, observation, self-evaluation, peer-assessment, structured grid, concept map, diagnostic tree and word binding test and so on (Corconan, Dershimer & The teachers' qualificaitons, beliefs, knowledge and competency are very important for implementing the alternative assessment methods in the classroom (Scholtz, 2007). Many researchers have found that teachers have lack of knowledge and skills to use these altenative assessment methods in teaching process

This study investigated teacher development programmes as correlate of Oyo State secondary schools students' academic performance. The study then looked at how in-service training programmes, teacher qualification and capacity building workshops for teacher correlate with students' academic performance in Oyo State secondary schools. The study adopted descriptive survey and ex-post facto research design. The sampling technique adopted in this study is the multi-stage sampling procedure. 50% (2) of educational zones were picked through random sampling procedure. 60% (10) local government areas (LGAs) of selected educational zones were used. Simple random sampling procedure was used to select 10% of the teachers across the sampled local government areas, making a total number of 1,441 respondents. Two sets of questionnaires were developed, one for teachers to collect information on teachers' development programme as correlate of students' academic performance and the other for the principals of the selected schools to elicit information on the Senior Secondary Certificate Examination (SSCE) results of students from 2010 to 2015 to determine students' academic performance. Four null hypotheses were formulated and tested using Pearson Product Moment Correlation and Multiple Regression Analyses at 0.05 level of significance. The results showed that there is significant relationship between teacher qualification and student academic performance (r = 0.078; P < 0.05), there is significant relationship between capacity building workshops for teachers and students' academic performance (r = 0.050; P > 0.05). The result further showed that there is no joint significant relationship among in-service training programmes, teacher's qualification and capacity building workshops for teachers and students' academic performance (F(3,1056) = 2.181 P < 0.05), The study recommended among the following that government should: conduct time-to-time inspection and proper monitoring of both secondary schools' teachers and students' so as to improve their performances.

This study provides nationally representative information about the qualifications and preparation of secondary content and special education teachers in special education and alternative school settings, as compared with teachers in regular schools. Findings demonstrate that a statistically significant relationship did not exist between school types and many teacher inputs. However, a relationship between special education preparation and setting did exist among secondary content teachers. Moreover, results highlight the inadequate number of secondary teachers, both in content areas and in special education, who held a degree and/or certification in special education. Practical and policy implications of these
findings are discussed, and limitations are addressed.

En algunos países occidentales, los programas de formación inicial del profesorado generalista están relegando la  responsabilidad  de  articular  los conocimientos musicales con los pedagógicos a los estudiantes de magisterio. Por lo tanto, en un mismo sistema educativo se estaría generando una  multiplicidad  de  representaciones sobre la educación musical. El objetivo de este estudio es determinar la formación pedagógica y musical que imparten las universidades acreditadas chilenas en sus carreras profesionales de Pedagogía General Básica, conforme al currículo nacional para la asignatura de música que establece el Ministerio de Educación de Chile. La Arquitectura Holística para la Educación Musical se emplea como enfoque de investigación. Los resultados muestran que la realidad chilena no es distinta de otros contextos de occidente debido a que se ha puesto en tela de juicio la relevancia que las mismas universidades asignan a la didáctica de la música durante la formación inici...

This paper is prompted by the call for submissions to the Rudd government's 2020 Summit in April 2008. It analyses the impacts of vocational education and training (VET) reform on the VET workforce in order to identify strategies that might inform an agenda to build the workforce capacity to support economic and social innovation. The paper argues that VET reforms disturb VET teachers' and managers' work. Uncertainties in working life, plus top down reforms and funding constraints, drive innovations. Yet these are often unsustainable because new initiatives-identities cannot compete with established identities in the competition for recognition and resources. The effect runs counter to government efforts aimed at engineering change in VET. This model of reform is not followed by other countries, which recognise and deploy teaching expertise in productive ways to build capacities for innovation amongst young and older workercitizens. The paper concludes with pointers towards an alternative model for Australia.

In this paper, we examine the NCLB definition of a " highly qualified " teacher, the combined nature of federal and state highly qualified mandates , and how science teachers and their principals in one large, urban district have responded. In particular, we report on the kinds of licenses that teachers of science hold; the relationship between science teachers' qualifications and teaching assignments, both within and outside of their licensure; and the extent to which these trends vary across different student populations , subject disciplines, and over time. In addition, we present principal-and teacher-interview data from eight case-study schools and district-wide teacher-survey data to shed light on our findings and show how the NCLB definition of highly qualified is understood and regarded by teachers themselves. The data show that progress has been made in assigning teachers with demonstrated content knowledge in the specific science subjects they are assigned to teach, however the rate of change is slower for some students populations and science disciplines. Moreover, both teachers and principals adapt to these mandates in a variety of ways, some of which reflect the intended and unintended consequences of these policies.

ÖZET
Eğitim  fakültelerinde  uygulanmakta  olan  müzik  öğretmenliği  lisans  programları,  1998  yılında  değiştirilmiştir.  Bu  işlem,  Milli  Eğitimi  Geliştirme  Projesi  çerçevesinde,  eğitim fakültelerindeki    öğretmen    yetiştirme    programlarının    revizyonu    kapsamında gerçekleşmiştir.  Yükseköğretim  Kurulu  (YÖK),  yapılan  yenilikleri  öğretmen  eğitimi programlarının    yapısında    ve    uygulanmasında    sorunlar    olduğu    gerekçesine    dayandırmaktadır.  Söz  konusu  gerekçelerden  üç  tanesi  bu  çalışmada  ele  alınmaktadır: programın  öğretmen  yetiştirme  amacından  uzak  oluşu,  öğretim  bilgisi  derslerinin  ihmali  ve  pedagojik  kuram  ve  uygulama  dengesinin  kurulamaması.  Yenilenen  programın  bu  gerekçelerle  tutarlılığı,  nitel  içerik  analizi  yöntemiyle  incelenmektedir.  Sonuçlar,  program  derslerinin  değişik  oranlarda  müzik  öğretmeni  yeterliklerine  hitap  ettiğini  ortaya  koymuştur.  Bununla  birlikte,  müzik  teorisi  alanının  ihmali,  müziksel  performans  derslerinin  baskın  ağırlığı,  didaktik  ve  metodik  derslerin  müzik  alanıyla ilişkilendirilmemesi gibi problemlerin varlığı da tespit edilmiştir.
Anahtar  Sözcükler:  Müzik  öğretmenliği  eğitimi,  1998  müzik  öğretmenliği  lisans  programı,    müzik    öğretmeni    yeterlikleri,    müzik    öğretimi,    okul    uygulamaları.

ABSTRACT
The Music Teacher Education Programmes, which had been applied in education faculties, were changed in 1998. This was carried out within the framework of the Project of Development of National Education and the scope of the revision of the Teacher Education Programmes in the Faculties of Education. The Committee of Higher Education (YÖK) explains the innovations on the grounds that there exist problems within the structure and implementation of the Teacher Education Programmes. This study focuses on three issues: firstly, on the fact that the programme is far from its goals for a teacher education, secondly, on the neglect of the pedagogical courses, and thirdly on the failure to strike a balance between pedagogical theory and practice. The consistency of the new programme with the aforementioned reasons is examined through a qualitative content analysis method. The results have revealed that the programme courses are correlated with the Music Teacher Qualifications to various extents. In addition, some problems have been detected such as the neglect of the field of musical theory, the dominance of the musical performance courses over other courses and the fact that the pedagogical and methodical courses have not been related to the realm of music at all.

Key words: Music Teacher Education, 1998 Music Teacher Education BA Programme, Music Teacher Qualifications, Teaching of Music, Practice in School.

The challenges associated with the recognition and transferability of qualifications internationally are not new and remain closely interrelated with the increased migration of skilled professionals. Starting from early vocational apprenticeships to the increased need for skilled people that emerged in the 20th century, the paper considers how the shift to human capital theory and technological development gave rise to credentialism and the emergence of national, regional and transnational qualifications frameworks. Expanding on research into the recognition of teacher qualifications in the Commonwealth (SAQA 2006 and SAQA 2009) the paper attempts to contribute new thinking to the ongoing challenge of managing the migration of skilled professionals such as teachers. It does this by reflecting on the extent to which qualifications can be compared and recognised across countries, and by considering the extent to which qualifications are socially valued.

El presente artículo comprende el texto de la conferencia inaugural del II Encuentro Educación y Discapacidad. Perspectivas Investigativas y Formación Docente, que se llevó a cabo del 6 al 9 de noviembre del 2018, en la Universidad Pedagógica Nacional de Bogotá, Colombia. Corresponde a una reflexión fundamentada en un análisis bibliográfico y vivencial, que asiste al propósito de preguntarse acerca del presente y futuro de la formación en Educación Especial, en tanto constituye un campo de conocimiento y acción docente en franca transición para Iberoamérica.  Históricamente, la Educación Especial ha sido definida en función de la atención educativa dirigida -específicamente- a personas con discapacidad y con necesidades educativas especiales; que, desde el enfoque de la educación inclusiva, ahora reclaman su derecho a estar presentes, participar y aprender con equidad y calidad, con sus pares y en el contexto mismo de la educación ordinaria. Esto amerita docentes capaces de diseñar ...

Sweden has a high international profile regarding social issues and projects an image as one of the best countries in the world in terms of social indicators. Here we argue for a revised view as the reality is that Swedish system is very segregated, particularly in terms of (1) relative lack of women in positions of high influence, (2) it is the worst country in the EU28 regarding long-term unemployment for people born outside the country, and (3) it has a education system that after a number of reforms is involved in a “race towards the bottom” to profit from students. At the same time Sweden undervalues foreign academic qualifications and getting work largely depends on “who you know”, not “what you know”.

[PT] Este texto discute o impacto recente dos estudos lingüísticos na formação e atuação de professores da educação básica, focalizando, sobretudo, o tratamento dado às práticas de leitura, de escrita e de análise lingüística nesse contexto. A reflexão aqui desenvolvida se desdobra em duas frentes: na primeira delas, procuro relacionar os avanços do campo da lingüística às transformações sociais; em seguida, trato das mudanças que se fazem necessárias na formação inicial e continuada de professores a fim de que possamos imprimir, na educação básica, uma formação lingüística crítica.

[EN] This paper discusses the recent impact of linguistic studies on the qualification and performance of elementary and junior high school teachers, focusing mainly on the treatment given to reading, writing and linguistic analysis practices in that context. Two aspects are the object of this reflection: first, advances in the filed of linguistics are related to social transformations; then, the paper considers necessary changes in the initial and continuing qualification of teachers, so as to imprint a critical linguistic formation on elementary and junior high school education.