Teacher Selection: Evidence-Based Practices (eBook)
XV, 165 Seiten
Springer International Publishing (Verlag)
978-3-030-76188-2 (ISBN)
Marketing text:
This book combines theory and research from educational and organizational psychology to provide guidance on improving the teacher selection process and, subsequently, educational outcomes for all students. The book identifies the characteristics of effective teachers, analyzes research on selection practices, and examines new approaches to teacher selection, recruitment, and development. The central premise of the book is that improving the effectiveness of teachers - and, thus, students' educational outcomes - can be achieved by making the recruitment and selection process more effective and more efficient. Accordingly, the book describes how to identify and select individuals for the teaching profession who display both strong cognitive attributes (e.g., subject knowledge) and essential non-cognitive attributes such as resilience, commitment to the profession, and motivation for teaching.
Key topics
- Teacher selection practices from the viewpoint of organizational and educational psychology
- Teacher effectiveness and the role of individual attributes
- Situational judgment tests (SJTs) and multiple mini-interviews (MMIs) for teacher selection
- Implementation of teacher selection programs
- Teacher recruitment and development
Given its scope, the book represents an essential reference guide for scholars, educational leaders and policymakers, and graduate students in educational leadership programs, as well as professionals in child and school psychology, educational psychology, teaching and teacher education.
Robert Klassen is Professor and Chair of the Psychology in Education Research Centre at the University of York, UK, and an Adjunct Professor in the Department of Educational Psychology at the University of Alberta in Canada. Klassen's research focuses on achievement motivation and the factors that lead to teacher effectiveness. His work on the Teacher Selection Project (TSP) was funded by the European Research Council (2015-2021) and conducted in eight countries. He has published over 100 peer-reviewed articles and book chapters on the topics of motivation, teacher selection, and teacher development. He is a Chartered Psychologist in the UK and a Fellow of the American Psychological Association.
Lisa E. Kim is a Lecturer/Assistant Professor in Psychology in Education at the University of York, UK. She is also a Chartered Psychologist (CPsychol) in the UK. She received her PhD in Psychology from the University of Sydney, Australia and worked as a Postdoctoral Research Fellow at the University of York for the Teacher Selection Project, funded by the European Research Council Consolidator Grant. Her research interests lie in understanding what makes a great teacher. Specifically, she investigates the roles, assessment and development of teacher non-cognitive characteristics and teacher effectiveness. She achieves this by using interdisciplinary frameworks, and both quantitative and qualitative methods. For more information, please visit lisaekim.com.
Preface 5
Acknowledgements 8
Contents 10
About the Authors 13
1 The Importance of Selecting the Most Effective Teachers 14
1.1 Strengthening the Teacher Workforce 15
1.2 Teacher Selection is a ‘Quick Win’ 16
1.3 Why Teacher Selection Matters 18
1.4 The Costs and Benefits of Teacher Selection 20
1.5 Purpose and Overview of the Book 21
1.6 Chapter Summary 22
References 23
Part I Identifying the Characteristics of Effective Teachers 25
2 What Does ‘Teacher Effectiveness’ Look like? 26
2.1 Teacher Effectiveness 27
2.2 Measuring Teacher Effectiveness 30
2.3 Trajectories of Teacher Effectiveness 34
2.4 Teacher Effectiveness and Related Outcomes 36
2.5 Are Effective Teachers Born or Made? 37
2.6 Chapter Summary 40
References 40
3 The Role of Individual Attributes in Teacher Selection 44
3.1 Individual Attributes 45
3.2 The Distinction Between Cognitive and Non-Cognitive Attributes 47
3.3 Individual Attributes and Teacher Effectiveness 47
3.4 Research on Attributes Related to Teacher Effectiveness 48
3.5 Inductive, Deductive, and Integrated Approaches 52
3.6 Cross-Cultural Perspectives: Which Attributes Are Universal? 53
3.7 Chapter Summary 55
References 55
Part II Selection Methods and Practices: Issues and Uses 58
4 Issues and Challenges in Selection 59
4.1 Test Quality and Theoretical Models Underpinning Selection 59
4.2 Adverse Impact 60
4.3 Applicants’ Perceptions of Selection Procedures 62
4.4 Faking 64
4.5 Coaching Effects 66
4.6 Chapter Summary 68
References 68
5 Selection Practices and Methods in Other Fields 72
5.1 Selection Practices in Other Fields 72
5.2 Selection Methods and Their Evidence 74
5.3 What Can We Learn from Selection in Other Fields? 83
5.4 Chapter Summary 84
References 85
Part III Teacher Selection: Past, Present, and Future 90
6 Teacher Selection: History and Current Practices 91
6.1 Historical Perspective on Teacher Selection 92
6.2 Need for Teacher Selection 93
6.3 Selecting Candidates for ITE 94
6.4 Selecting Teachers into Employment 99
6.5 How Valid Are Current Selection Methods? 101
6.6 Reviews of Research on Teacher Selection Practices 101
6.7 Chapter Summary 104
References 105
7 Situational Judgment Tests and Their Use for Teacher Selection 107
7.1 Situational Judgment Tests 107
7.2 Situational Judgment Tests for Teacher Selection 113
7.3 Developing SJTs: A Collaborative Approach 116
7.4 Adapting Content for New Settings 120
7.5 Chapter Summary 122
References 123
8 Developing Multiple Mini-Interviews for Teacher Selection 126
8.1 The Problem with Conventional Interviews 126
8.2 Multiple Mini-Interviews (MMIs) 127
8.3 MMIs for Selection in Teacher Education 130
8.4 Developing MMIs for Teacher Selection in the UK 132
8.5 Key Suggestions for MMI Implementation 137
8.6 Next Steps and Chapter Summary 138
References 138
9 Designing and Implementing a Teacher Selection Program 140
9.1 Putting It All Together: Designing an Evidence-Supported Selection Program 140
9.2 Choosing Selection Tools 141
9.3 Implementing a Selection Program 144
9.4 Stages of a Selection Program 147
9.5 Streamlining the Selection Process 148
9.6 Online Selection Methods 149
9.7 Providing Feedback to Applicants 151
9.8 Chapter Summary 152
References 152
10 Beyond Selection: Applying Lessons from Teacher Selection to Recruiting and Developing Teacher Candidates 154
10.1 Recruiting Prospective Teachers 154
10.2 Applying Lessons from Teacher Selection to Teacher Recruitment 158
10.3 Developing Preservice Teachers Using a Scenario-Based Learning Approach 160
10.4 Chapter Summary 163
References 163
11 The Future of Teacher Selection 166
References 169
Index 170
| Erscheint lt. Verlag | 28.9.2021 |
|---|---|
| Zusatzinfo | XV, 165 p. 28 illus., 16 illus. in color. |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Arbeits- und Organisationspsychologie |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Sozialwissenschaften ► Pädagogik | |
| Schlagworte | Advances in teacher selection practices • Cognitive attributes of effective teachers • Educational psychology and teacher selection • Improving teacher selection • Interviews and the teacher selection process • Noncognitive competencies and teaching effectiveness • Organizational psychology and teacher selection • Personality and the teacher selection process • Personnel and teacher selection • Situational judgment tests and teacher selection • SJTs for teacher selection • Teacher development and effectiveness • Teacher motivation and effectiveness • Teacher selection and student achievement • Teacher selection process • Teacher training and effectiveness |
| ISBN-10 | 3-030-76188-6 / 3030761886 |
| ISBN-13 | 978-3-030-76188-2 / 9783030761882 |
| Haben Sie eine Frage zum Produkt? |
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