Developing a Professional Performance Evaluation System for Pre-Service Automobile Repair Vocational High School Teachers in Taiwan
Abstract
:1. Introduction
2. Literature Review
2.1. Goals of Teacher Education and Dissatisfaction with Teacher Education
2.2. Competencies and Professional Standards for Teacher Development
2.3. Pre-Service Teacher Assessment
3. Research Design
4. Developing the Taiwanese Professional Performance System for Pre-Service Automobile Repair Vocational High School Teachers
4.1. The Taiwanese VET System for Vocational High Schools in Automobile Repair
4.2. Development of the Professional Standard for Pre-Service Vocational High School Teachers in Automobile Repair
4.2.1. The Delphi Process and Data Analysis
4.2.2. Pilot Test Results
4.3. Pre-Service Teacher Professional Performance Evaluation and Review Mechanism
5. Discussion
5.1. The Fulfillment of Specific Requirements for Domain Knowledge and Teacher Development
5.2. The Validity and Reliability of the System and Its Assessment Criteria
6. Concluding Remarks
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
Appendix A. The Results of the Delphi Method
No. | Criteria | ||||||||||||||||
1-1 | 1-2 | 1-3 | 2-1 | 2-2 | 2-3 | 2-4 | 3-1 | 3-2 | 3-3 | 3-4 | 4-1 | 4-2 | 4-3 | 5-1 | 5-2 | 5-3 | |
1 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree |
2 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree |
3 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree |
4 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree |
5 | agree | agree | disagree | agree | agree | disagree | agree | agree | agree | disagree | agree | agree | agree | agree | agree | agree | agree |
6 | agree | agree | disagree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | disagree | agree | agree | agree |
7 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree |
8 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree |
9 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree |
10 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree |
agree | 100% | 100% | 80% | 100% | 100% | 90% | 100% | 100% | 100% | 90% | 100% | 100% | 100% | 90% | 100% | 100% | 100% |
disagree | 0% | 0% | 20% | 0% | 0% | 10% | 0% | 0% | 0% | 10% | 0% | 0% | 0% | 10% | 0% | 0% | 0% |
No. | Criteria | ||||||||||||||||
6-1 | 6-2 | 6-3 | 7-1 | 7-2 | 7-3 | 8-1 | 8-2 | 8-3 | 9-1 | 9-2 | 9-3 | 9-4 | 10-1 | 10-2 | |||
1 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | ||
2 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | ||
3 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | ||
4 | disagree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | ||
5 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | ||
6 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | ||
7 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | ||
8 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | ||
9 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | ||
10 | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | agree | ||
agree | 90% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | 100% | ||
disagree | 10% | 0% | 0% | 0% | 0% | 0% | 0% | 0% | 0% | 0% | 0% | 0% | 0% | 0% | 0% |
Appendix B. Evaluation Criteria for Pre-Service Vocational High School Teachers in Automobile Repair
Professional Standards | Professional Performance Indexes | Requirement | Performance Evaluation Criteria |
---|---|---|---|
1. Possess professional knowledge and mastery of key issues in technological and vocational education | 1-1 Possess basic knowledge and literacy in technological and vocational education | Core | 1-1-1 Possess basic knowledge and ability regarding technological and vocational education |
1-1-2 Understand the system of technological and vocational education | |||
1-1-3 Understand the administration of technological and vocational education | |||
Advanced | 1-1-4 Understand the laws and regulations of technological and vocational education | ||
1-2 Understand the characteristics and development of students | Core | 1-2-1 Possess knowledge regarding the development and guidance of adolescents | |
Advanced | 1-2-2 Possess knowledge of the distinguishing characteristics of adolescents’ learning | ||
1-3 Understand the trend of development in technological and vocational education | Core | 1-3-1 Understand the trend of thought in technological and vocational education | |
1-3-2 Understand the trend of reform in technological and vocational education | |||
1-3-3 Understand the current key issues of technological and vocational education | |||
Advanced | 1-3-4 Understand the trend of development in industries related to the specialized cluster | ||
1-3-5 Understand the trend of development in industries related to the specialized field or discipline | |||
2. Have cognitive, psychomotor, affective capability and literacy and quality in dynamic mechanics-related domain-specific core professional curriculum and all associated teaching knowledge and abilities | 2-1 Developing both capability and literacy in the domain-specific core course | Not Applicable | 2-1-1 Understanding the fundamental concept and developing the calculation, analysis, and application capabilities and literacy for applied mechanics |
2-1-2 Understanding the fundamental concept and developing the calculation, analysis, and application capabilities and literacy of electricity | |||
2-1-3 Understanding the fundamental concept and developing the calculation, analysis, and application capabilities and literacy of electronics | |||
2-1-4 Understanding the fundamental concept and developing the calculation, analysis and application capabilities and literacy for engines | |||
2-1-5 Understanding the fundamental concept and developing the calculation, analysis and application capabilities and literacy for hydraulic and gas pressure | |||
2-2 Developing both domain-specific capabilities and literacy in the practical training courses of specific domains | 2-2-1 Developing the capabilities and literacy for basic power mechanical tools | ||
2-2-2 Developing the capabilities and literacy for basic electricity tools | |||
2-2-3 Developing the capabilities and literacy for maintenance and repair of power mechanical equipment | |||
2-2-4 Developing the capabilities and literacy for electric wiring and problem analysis | |||
2-2-5 Developing the capabilities and literacy of electronics circuit repair and problem analysis | |||
2-2-6 Developing the capabilities and literacy for engine wiring and problem analysis | |||
2-2-7 Developing the capabilities and literacy for hydraulic and gas pressure and problem analysis | |||
2-3 Developing capability and literacy for affective aspects | 2-3-1 Developing the capabilities and literacy for dynamical machine -related environment protection capabilities and literacy | ||
2-3-2 Developing the capabilities and literacy for dynamical machine-related environment work safety protection capabilities, and literacy | |||
2-3-3 Developing the capabilities and literacy for dynamical machine related business ethics | |||
2-4 Developing domain-specific teaching knowledge and capabilities | 2-4-1 Understanding core professional courses in the related field of dynamic mechanics | ||
2-4-2 Developing the capabilities and literacy for fusing knowledge and the capability of automobile repair into course content | |||
2-4-3 Developing the capabilities and literacy for fusing knowledge and capability of automobile repair into teaching activities | |||
2-4-4 Developing the capabilities and literacy for fusing teaching materials, principles of instruction and evaluation methods into teaching activities | |||
3. Have the cognitive, psychomotor, affective capacity, and quality of automobile-related domain-specific core professional curriculum and associated teaching knowledge and ability | 3-1 Developing capability and literacy in the automobile-related, domain-specific core course | Not Applicable | 3-1-1 Understanding the fundamental concept and developing the calculation, analysis and application capabilities and literacy of automobile-related technology |
3-1-2 Understanding the fundamental concept and developing the calculation, analysis, and application capabilities and literacy of dynamic mechanics | |||
3-1-3 Understanding the fundamental concept and developing the calculation, analysis, and application capabilities and literacy of automobile engine | |||
3-1-4 Understanding the fundamental concept and developing the calculation, analysis, and application capabilities and literacy of automobile chassis | |||
3-1-5 Understanding the fundamental concept and developing the calculation, analysis, and application capabilities and literacy of factory safety | |||
3-1-6 Understanding the fundamental concept and developing the calculation, analysis, and application capabilities and literacy of automobile electricity | |||
3-1-7 Understanding the fundamental concept and developing the calculation, analysis, and application capabilities and literacy of mechanical and electrical engineering drawing and reading | |||
3-2 Developing domain-specific capabilities and literacy in practical training courses for automobile repair-related domains | 3-2-1 Developing the capabilities and literacy of basic tools | ||
3-2-2 Developing the capabilities and literacy of related equipment | |||
3-2-3 Developing the capabilities and literacy of maintenance and repair of related equipment | |||
3-2-4 Developing the capabilities and literacy of training in reading engineering drawing, wiring, piping, practical training, measurement, and error analysis of automobile engines | |||
3-2-5 Developing the capabilities and literacy for training in reading engineering drawing, wiring, piping, practical training, measurement, and error analysis of automobile chassis | |||
3-2-6 Developing the capabilities and literacy of training in reading engineering drawing, wiring, piping, practical training, measurement, and error analysis of electric automobile | |||
3-2-7 Developing the capabilities and literacy for mechanical and electrical engineering drawing and reading | |||
3-2-8 Developing the capabilities and literacy for machinery work and practice | |||
3-2-9 Developing the capabilities and literacy for automobile air conditioner repair and maintenance | |||
3-3 Developing capability and literacy of the affective aspect | 3-3-1Developing the capabilities and literacy of automobile repair-related environment protection capabilities and literacy | ||
3-3-2 Developing the capabilities and literacy of automobile repair-related environment work safety protection capabilities and literacy | |||
3-3-3 Developing the capabilities and literacy of automobile repair-related business ethics | |||
3-4 Developing domain-specific teaching knowledge and capabilities | 3-4-1 Understanding the curriculum and contents of automobile repair-related courses | ||
3-4-2 Developing the capabilities and literacy for fusing knowledge and capability of automobile repair into content of courses | |||
3-4-3 Developing the capabilities and literacy for fusing knowledge and capability of automobile repair into teaching activities | |||
3-4-4 Developing the capabilities and literacy for fusing teaching materials, principles of instruction and evaluation methods into teaching activities | |||
4. Possess competence in instructional design and materials adjustment | 4-1 Possess competence in instructional design and materials adjustment | Core | 4-1-1 Formulate unit teaching objectives in accordance with content of course outline and students’ prior knowledge |
4-1-2 Develop lesson plans according to unit teaching objectives | |||
4-1-3 Conduct teaching activities according to course outline and students’ abilities and interests | |||
Advanced | 4-1-4 Possess ability in designing special topic courses and related instructional activities | ||
4-1-5 Possess ability in planning training plans and designing instructional materials for students to participate in skill certifications and skill contests | |||
4-1-6 Plan featured courses according to school vision and development goals of the department | |||
4-1-7 Integrate needs and resources of industry in school district to develop school-based curriculum | |||
4-2 Adjust instructional design and materials according to students’ needs and progress in learning | Core | 4-2-1 Provide remedial instruction according to students’ abilities and learning achievements | |
4-2-2 Adjust instructional design and materials in timely fashion according the learning needs of students and teaching environment and facilities | |||
4-2-3 Conduct diversified teaching activities in accordance with interests, characteristics, and individual differences | |||
Advanced | 4-2-4 Carry out school-industry cooperation and integrate available resources to design augmented teaching activities | ||
4-3 Integrate knowledge concepts, practical skills, and life experience to activate teaching contents | Core | 4-3-1 Combine students’ life experience into the design of teaching activities to inspire learning motivation and interests and promote the level of implementing skills of students | |
4-3-2 Link courses before and after longitudinally and integrate professional knowledge and skills to facilitate students’ learning | |||
Advanced | 4-3-3 Integrate multivariate information and instructional units to carry out extending teaching | ||
4-3-4 Apply the principle and spirit of interdisciplinary and curriculum integration to the design of curriculum and instruction to promote students’ practical skills | |||
5. Apply instructional strategies for effective teaching | 5-1 Apply appropriate teaching strategies and communication skills to help students’ learning | Core | 5-1-1 Apply appropriate methods to conduct teaching according to preset instructional objectives and lesson plan |
5-1-2 Apply teaching skills, such as lectures, questions and answers, blackboard writing, demonstration and eye contact to guide students’ learning | |||
5-1-3 Guide students to the use and safety of tools, instruments, and equipment and carry out their proper management | |||
5-1-4 Adjust teaching schedule and strategies in accordance with students’ learning achievement and reactions | |||
5-1-5 Apply diversified teaching strategies and methods in accordance with different teaching contents to inspire students’ learning and motivation | |||
5-1-6 Design and conduct individual or small group teaching for students to facilitate the learning of professional and practice courses | |||
5-1-7 Improve teaching contents, teaching methods, and evaluation strategies in connection with personal teaching history | |||
5-1-8 Extend instructional materials and innovate teaching strategies to guide students’ self-learning | |||
Advanced | 5-1-9 Make good use of teaching resources and create learning opportunities to encourage students to the learning of specialty and skills | ||
5-1-10 Develop and upgrade professional knowledge and skills continuously through self-evaluation and reflection to enhance teaching | |||
5-2 Apply diversified instructional media, information communication technology, and related resources to assist in teaching | Core | 5-2-1 Apply various instructional media, information communication technology, and digital in teaching to enhance students’ learning | |
Advanced | 5-2-2 Apply teaching technology and information retrieval to solve teaching needs and problems | ||
5-3 Provide remedial or augmented teaching according to students’ learning achievements | Core | 5-3-1 Understand students’ learning status and achievement and provide appropriate assistance when needed | |
Advanced | 5-3-2 Provide students with effective learning strategies and teaching guidance in accordance with students’ learning achievements and available resources inside or outside of school | ||
5-3-3 Analyze the learning status of students and design teaching strategies and methods for remedial or augmented instruction to help students’ learning | |||
6. Apply appropriate methods for instructional evaluation and diagnoses | 6-1 Apply appropriate evaluation instruments and multivariate data to diagnosis students’ capabilities and achievement in learning/practical training | Core | 6-1-1 Evaluate and examine students’ learning progress and achievements in a timely manner during the teaching process |
6-1-2 Apply diversified evaluation methods to examine the professional and skill learning achievements of students | |||
6-1-3 Develop diversified evaluation instruments to examine the professional and skill learning achievements of students | |||
6-1-4 Develop appropriate assessment gauges and tools for teaching evaluations according to preset professional standards in course outlines | |||
Advanced | 6-1-5 Develop and apply digital teaching platform and evaluation tools to assess students’ learning achievements | ||
6-2 Apply evaluation results as feedback to guide students to develop effective learning strategies | Core | 6-2-1 Analyze students’ learning achievements and master students’ learning problems based on evaluation results and provide necessary feedbacks | |
6-2-2 Guide students to estimate individual learning outcomes and formulate individual learning strategies based on their learning achievements | |||
Advanced | 6-2-3 Apply evaluation results to help students develop their ability for self-growth and initiative learning | ||
6-3 Adjust evaluation methods in a timely manner according to students’ characteristics and learning needs | Core | 6-3-1 Adjust evaluation methods in a diversified way to meet students’ learning needs | |
Advanced | 6-3-2 Observe and discover students’ learning difficulties or needs in timely manner and transfer students with special needs when necessary | ||
6-3-3 Design and carry out individual teaching and evaluations in accordance with students’ learning needs | |||
7. Exert skills in classroom management and build a supportive learning environment | 7-1 Set up classroom regulations to contribute to learning and build a favorable classroom atmosphere | Core | 7-1-1 Establish clear and reasonable classroom regulation for students to follow |
7-1-2 Communicate the content and implementing procedures of class regulations with students and remind students to follow them in timely way | |||
7-1-3 Apply diversified strategies of classroom management and encourage students to join in class affairs actively | |||
7-1-4 Value students’ diversified cultural backgrounds and individual differences to establish a good human relationship between teacher and students | |||
7-1-5 Encourage students to explore actively and cooperate with peers to create good learning atmosphere | |||
Advanced | 7-1-6 Plan activities for the whole class to participate in and create a caring, friendly, fair, and active learning environment to cohere centripetal force and identity of the class | ||
7-2 Arrange learning situations contributive to the interaction between teacher and students to promote students’ learning achievements | Core | 7-2-1 Arrange learning environment and learning activities appropriately to facilitate the interaction between teacher and students | |
7-2-2 Apply the available resources of school well so as to create a safe, clean, and happy environment | |||
7-2-3 Provide all students with equal opportunities to participate in learning activities | |||
7-2-4 Arrange the teaching environment of classrooms or internship workshops in accordance with instructional units to inspire students’ learning interest and promote learning achievement | |||
7-2-5 Encourage students to express and give positive feedback and guidance to activate the interaction and communication between teacher and students | |||
7-2-6 Encourage students to join various learning activities according to students’ abilities | |||
7-2-7 Design and arrange learning situations and guide students to conduct learning and problem investigation through group collaboration | |||
Advanced | 7-2-8 Create a learning atmosphere of cheerful expression and sharing to promote students’ ability for independent thinking and problem-solving | ||
7-3 Master learning status of classroom and deal with classroom issues appropriately | Core | 7-3-1 Apply positive measures of guidance and discipline and related resources to correct unfair behaviors of students | |
7-3-2 Understand the process flow of accidental events and promulgation mechanism of school safety incidents and apply when necessary | |||
7-3-3 Be familiar with the principles and skills for dealing with various class events during the teaching process and handle them appropriately | |||
Advanced | 7-3-4 Observe the symptoms of unfair behaviors of students and exert the ability of crisis management in a timely manner to resolve learning interference problems beforehand | ||
8. Master the individual differences of students and provide related guidance | 8-1 Understand students’ differences and interests and guide students toward adaptive learning and career development | Core | 8-1-1 Collect, analyze and use related information to understand students’ backgrounds and individual differences and provide recommendations for adaptive learning |
8-1-2 Recognize the learning ability of students and help students in using available resources to enhance the effectiveness of learning | |||
Advanced | 8-1-3 Apply diversified measures of guidance and resources to assist students in exploring self -interests and aptitudes and develop personal expertise | ||
8-2 Understand students’ culture and guide students to affirmative social learning | Core | 8-2-1 Collect related information to understand students’ human relationships, life experiences, and values to guide affirmative learning of students | |
8-2-2 Make good use of peer learning to guide students to respect diversified cultural difference and establish good human relationships | |||
Advanced | 8-2-3 Guide students to affirmative social values and behaviors and the ability of having social interaction in accordance with students’ differences in culture and values | ||
8-3 Respond to the individual needs of students and provide necessary support and guidance | Core | 8-3-1 Confront students’ problems and provide responsible guidance and carry out necessary arrangements | |
8-3-2 Discover the problems of students actively and seek available resources to provide assistance or transfer | |||
Advanced | 8-3-3 Make good use of various guidance mechanisms and website resources to help students in solving problems | ||
9. Fulfill responsibility for the educational profession | 9-1 Demonstrate educational enthusiasm in taking care of students and establishing cooperative relationships with educational partner | Core | 9-1-1 Demonstrate educational love and passion, education for everyone, irrespective of background spirit, and respect for differences of students to provide assistance on the learning |
9-1-2 Take the initiative to care for students and actively seek resources to take care of disadvantaged groups, safeguard the interests of students. | |||
Advanced | 9-1-3 Meet the needs of the curriculum and teaching activities and build relationships with the community and industry partners to integrate related resources and teaching content to expand students’ learning experiences and promote related activities. | ||
9-2 Comply with professional ethics and related laws and regulations for teachers | Core | 9-2-1 Comply with professional ethics and maintain the professional image of a teacher. | |
Advanced | 9-2-2 Understand and comply with laws and regulations related to education and perform teacher duties. | ||
9-3 Join in school’s affairs and meetings in response to the development needs of schools | Core | 9-3-1 Concerned with school development, actively participate in the affairs of the school and relevant committee meetings. | |
Advanced | 9-3-2 Act as mentors or serve in administrative positions to participate in school affairs. | ||
9-3-3 Make good use of teaching experience and practical knowledge to assist schools in planning and implementing school development plan. | |||
9-4 Participate in the development activities of curriculum and instruction in school | Core | 9-4-1 Participation in school curriculum and counseling and assist peer teachers to develop their professional abilities. | |
Advanced | 9-4-2 Actively involved in the school’s development plan and school’s curriculum elaboration and promotion. | ||
10. Endeavor to obtain teacher’s professional development | 10-1 Participate in instructional research and advanced studies to promote abilities in teaching and professional practice | Core | 10-1-1 Meet the needs of teaching through discussion with peers to elaborate on teaching plan. |
Advanced | 10-1-2 Reflect on the effectiveness of teaching process and review professional practice and teaching content to elaboration solutions. | ||
10-1-3 Participate in the needs of own knowledge and ability in professional training, research, or related growth activities, and apply learning outcomes to teaching activities and practice course. | |||
10-1-4 Perform action research to develop problem-solving strategies and improve teaching practice. | |||
10-1-5 Update and embed the most advanced knowledge into courses to improve teaching quality. | |||
10-1-6 Be actively involved in curriculum research and practical training on the development of teaching materials and methods of professional courses that put teaching into action and enhance the effectiveness of teaching. | |||
10-1-7 Fit in with school development plan and enrich own learning to widen research capacity and the development of characteristic education. | |||
10-2 Participate in professional societies in specialized field to enhance professional development | Core | 10-2-1 Participate in school teaching and research meetings, teaching growth groups to have professional dialogue and improve teaching programs that promote teaching effectiveness. | |
10-2-2 Participate in internal and external professional learning communities to observe, learn, and promote professional development, and share those experiences with other teachers. | |||
Advanced | 10-2-3 Seek industry resources and establish a supportive and effectiveness of partnerships with industry, through collaborative research to implement teachers’ professional development. | ||
10-2-4 Participate in or establish inter-institution/cross-community, strategic alliances and other teams for integration of theoretical and practical experience into teaching activities and continued diligent teaching to promote further professional growth. |
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No. | Education | Title | Experiences | No. | Education | Title | Experiences |
---|---|---|---|---|---|---|---|
1 | M.S. | Director | 36 Years | 6 | M.S. | Director | 11 Years |
2 | M.S. | Teacher | 12 Years | 7 | M.S. | Director | 28 Years |
3 | M.S. | Director | 20 Years | 8 | M.S. | Teacher | 29 Years |
4 | Ph.D. | Teacher | 36 Years | 9 | M.S. | Director | 36 Years |
5 | Ph.D. | Director | 30 Years | 10 | M.S. | Teacher | 11 Years |
Professional Standards | Professional Performance Indexes |
---|---|
1. Possess professional knowledge and master key issues in technological and vocational education (D1) | 1-1 Possess basic knowledge and literacy for technological and vocational education |
1-2 Understand the characteristics and development of students | |
1-3 Understand the trend of development in technological and vocational education | |
2. The cognitive, psychomotor, affective capability, and literacy and quality in dynamic mechanics-related domain-specific core professional curriculum and associated teaching knowledge and ability (D2) | 2-1 Developing capabilities and literacy in the domain-specific core course |
2-2 The domain-specific capabilities and literacy in practical training courses of specific domains | |
2-3 Developing capabilities and literacy of the affective aspect | |
2-4 Developing domain-specific teaching knowledge and capabilities | |
3. The cognitive, psychomotor, affective capacity, and quality of automobile-related domain-specific core professional curriculum and associated teaching knowledge and ability (D3) | 3-1 Developing capabilities and literacy in the automobile related domain-specific core course |
3-2 The domain-specific capabilities and literacy in the practical training courses for automobile repairing related domains | |
3-3 Developing capabilities and literacy of the affective aspect | |
3-4 Developing the domain-specific teaching knowledge and capabilities | |
4. Possess competence in instructional design and materials adjustment (D4) | 4-1 Possess competence in instructional design and materials adjustment |
4-2 Adjust instructional design and materials according to students’ needs and progress in learning | |
4-3 Integrate knowledge concepts, practical skills, and life experience to activate teaching content | |
5. Apply instructional strategies for effective teaching (D5) | 5-1 Apply appropriate teaching strategies and communication skills to help students’ learning |
5-2 Apply diversified instructional media, information communication technology, and related resources to assist teaching | |
5-3 Provide remedial or augmented teaching according to students’ learning achievements | |
6. Apply appropriate methods for instructional evaluation and diagnosis (D6) | 6-1 Apply appropriate evaluation instruments and multivariate data to diagnosis students’ capabilities and achievements in learning/practical training |
6-2 Apply evaluation results as feedback to guide students to develop most effective learning strategies | |
6-3 Adjust evaluation methods in a timely fashion according to students’ characteristics and learning needs | |
7. Exert skills in classroom management and build a supportive learning environment (D7) | 7-1 Set up classroom regulations to contribute to learning and build a favorable classroom atmosphere |
7-2 Arrange learning situations contributive to the interaction between teacher and students to promote students’ learning achievements | |
7-3 Master learning status of classroom and deal with classroom issues appropriately | |
8. Master individual differences of students and provide related guidance (D8) | 8-1 Understand students’ differences and interests and guild students to adaptive learning and career development |
8-2 Understand students’ cultures and guide students to affirmative social learning | |
8-3 Respond to the individual needs of students and provide necessary support and guidance | |
9. Fulfill responsibilities for the educational profession (D9) | 9-1 Demonstrate educational enthusiasm when taking care of students and establish cooperative relationships with educational partners |
9-2 Comply with professional ethics and related laws and regulations for teachers | |
9-3 Join in school’s affairs and meetings in response to the development needs of school | |
9-4 Participate in the development activities of curriculum and instruction in school | |
10. Endeavor to grow teacher professional development (D10) | 10-1 Join in instructional research and advanced studies to promote abilities in both teaching and professional practice |
10-2 Join in professional societies in specialized field to enhance professional development |
Construct | Predicted Correlations | Raw λs | Integer Values of Raw λs |
---|---|---|---|
D1 | 0.713 | −0.414 | −1 |
D4 | 0.780 | 0.252 | 0 |
D5 | 0.833 | 0.779 | 0 |
D6 | 0.702 | −0.529 | −1 |
D7 | 0.751 | −0.038 | −1 |
D8 | 0.762 | 0.075 | 0 |
D9 | 0.755 | 0.000 | −1 |
D10 | 0.742 | −0.124 | −1 |
Statistics | raltering-CV(1) | rcontrast-CV | 95% CI | zcontrast | tcontrast | pcontrast |
---|---|---|---|---|---|---|
Values | 0.996 | 0.417 | 0.166–0.721 | 3.268 | 3.273 | 1.912 × 10−3 (2) |
No. | Education | Expertise | Title | Experiences |
---|---|---|---|---|
1 | Ph.D. | Vocational education | Professor | 24 Years |
2 | Ph.D. | Vocational education | Professor | 10 Years |
3 | Ph.D. | Vocational education and management | Professor | 22 Years |
4 | Ph.D. | Vocational education | Associate Professor | 32 Years |
5 | Ph.D. | Vehicle engineering | Associate Professor | 27 Years |
6 | M.S. | Vocational education | Lecturer | 42 Years |
Aspect | Evaluation Method | Details of the Evaluation Method | Professional Standards | Professional Performance Indexes |
---|---|---|---|---|
Cognitive Evaluation | Written test (Multiple choice) | A standardized written test for industrial subject professional course is prepared to evaluate pre-service teacher students’ professional awareness of professional mechanical drafting. | 1, 4, 5, 6, 7, 8, 9, 10 | All Professional Performance Indexes belonging to each Professional Standard are applicable. |
File evaluation (Pre-service teachers professional growth file) | Record teacher students’ learning results to enhance their self-improvement, self-reflection, diagnosis, feedback, communication, and evaluation ability for professional courses in industrial subjects. | 1, 4, 5, 6, 7, 8, 9, 10 | All Professional Performance Indexes belonging to each Professional Standard are applicable. | |
Psychomotor Evaluation | Professional skills test | Have skills equivalent to Class B Skill Examination stipulated by the Ministry of Labor. | 2, 3 | 2-1, 2-2, 2-4, 3-1, 3-2, 3-4 |
Operation tests to show professional skills | Operation tests for operation procedures and simulated teaching in internship subjects. | 2, 3 | 2-1, 2-2, 2-4, 3-1, 3-2, 3-4 | |
Affective Evaluation | Evaluated via observation and examination, as well as check list | Evaluate whether a pre-service teacher can fulfill the objectives of affective education in all phases of professional courses. | 2, 3 | 2-3, 3-3 |
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Wu, M.-J.; Huang, C.-Y.; Kao, Y.-S.; Lue, Y.-F.; Chen, L.-C. Developing a Professional Performance Evaluation System for Pre-Service Automobile Repair Vocational High School Teachers in Taiwan. Sustainability 2018, 10, 3537. https://doi.org/10.3390/su10103537
Wu M-J, Huang C-Y, Kao Y-S, Lue Y-F, Chen L-C. Developing a Professional Performance Evaluation System for Pre-Service Automobile Repair Vocational High School Teachers in Taiwan. Sustainability. 2018; 10(10):3537. https://doi.org/10.3390/su10103537
Chicago/Turabian StyleWu, Ming-Jenn, Chi-Yo Huang, Yu-Sheng Kao, Yeou-Feng Lue, and Liang-Chu Chen. 2018. "Developing a Professional Performance Evaluation System for Pre-Service Automobile Repair Vocational High School Teachers in Taiwan" Sustainability 10, no. 10: 3537. https://doi.org/10.3390/su10103537