Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach

被引：10

作者：

Barnard, Marie ^{[1
]}

Dehon, Erin ^{[2
]}

Compretta, Caroline ^{[2
]}

Notebaert, Andrew ^{[2
]}

Sparkmon, Wesley ^{[1
]}

Meyer, Edgar ^{[3
]}

Stray, Stephen ^{[2
]}

Taylor, Juanyce ^{[2
]}

Sullivan, Donna ^{[2
]}

Rockhold, Robin ^{[2
]}

机构：

[1] Univ Mississippi, Dept Pharm Adm, 234 Faser Hall, University, MS 38677 USA

[2] Univ Mississippi, Med Ctr, Jackson, MS 39216 USA

[3] Univ Arkansas Med Sci, Little Rock, AR 72205 USA

来源：

ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT | 2020年 / 68卷 / 05期

基金：

美国国家卫生研究院;

关键词：

Competencies; Flipped learning; Professional development; STEM education; HEALTH LITERACY; CLASSROOM; KNOWLEDGE;

D O I：

10.1007/s11423-020-09782-5

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers' ability to effectively implement technologically engaged modules in a flipped classroom setting. Competencies were identified via participatory evaluation techniques and assessments were aligned to the competencies. The competency of teachers in the knowledge, skills, and abilities needed for creation and delivery of effective flipped lessons can be tracked using a radar graph to guide tailored professional development.

引用

页码：2595 / 2614

页数：20

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