Researching and evaluating
teacher competences –
Croatian perspective
Vlasta Vizek Vidovic
University of Zagreb, Croatia
Belgrade, 26th. January 2010.
Some starting assumptions
Stakeholders in TED should:

Understand the concept of competences as learning
outcomes

Recognize the benefits of competence-based curriculum
for quality assurance in TED

Achieve consensus on the professional competence
profile as a starting point for planning teacher education

Be willing and capable to adopt evidence-based approach
in identification of teacher key competences

Be aware of the complementary role of research and
evaluation in such evidence-based approach
Purpose and use of R & E
Distinctions and common point
RESEARCH








Researchers set own
agenda-autonomous
Results are public
Common
Search for general
ground:
principles
application
Time scale open
of sound
Used to further
knowledge
research
Judged by the
methodology
contribution to the field I
Quality criteria: external
and internal validity
EVALUATION
 Evaluators
work on
client given agenda
 Results might be for
restricted audience
 Search for concrete
problem solution
 Time scale restricted
 Used to inform decisions
 Judged against chosen
parameters
 Quality criteria:
utility, credibility
Glass & Smith, 1987.
Research and evaluation in the development of the
competence - based curriculum for TED
RESEARCH of teacher competences
Professional profile
Definition of degree profile
Identification of resources
Program design: definition of learning
outcomes as generic & specific competences
Program improvement
EVALUATION of overall
program quality
Types of assessment of
learning outcomes
Construction of
curricula content
and structure
Teaching and learning
approaches
Tuning general brochure, 2006
Exploratory study “Development of a model of
teacher life-long education” (2003-2005)

Goal:
Examine perceptions of teachers (academic educators
and teacher students) on the acquisition of relevant
competences during initial and in-service education
Sample:
121 elementary school:
 1334 classroom teachers
 2134 subject teachers
32 secondary schools:
 436 comprehensive school teachers
 608 vocational school teachers
Average satisfaction with acquired
competences during initial education
4,00
2,43
2,50
2,26
2,19
2,24
1,00
učitelji
razredne
Elementary
nastave
Class teachers

predmetni
Elementary
nastavnici
nastavnici
nastavnici
Comprehensive
Vocational
gimnazija
strukovnih škola
Subject teachers
Ratings are the average of 20 teacher competences
On the scale of 1 = not at all to 4 = completely
Below average ratings of competences acquired
in initial teacher education- elementary schools
RANK
Class
teachers
RANK
Subject
teachers
Use of ICT skills in the classroom
1
1
Capability to work with students with behavioral and
emotional problems
2
2
Capability to work with students with learning
difficulties
3
3
Capability to work with gifted students
4
7
Knowledge of educational legislation
5
6
Communication and social skills with parents
6
5
Knowledge on human rights and civil society
7
8
Use of interactive teaching skills
8
-
Classroom management skills
-
4
COMPETENCES
• Rank 1 means the lowest rating of the competence level attainment in ITE
Below average ratings of competences acquired
in initial teacher education- secondary schools
RANK
compreh
ensive
RANK
vocational
Capability to work with students with learning
difficulties
1
2
Capability to work with students with behavioral and
emotional problems
2
3
Use of ICT skills in the classroom
3
1
Classroom management skills
4
4
Knowledge of school legislation
5
6
Communication and social skills with parents
6
8.5
Capabilities to work with gifted students
7
8.5
Knowledge on human rights and civil society
8
5
Ecological awareness
9
7
Use of interactive teaching skills
10
10
COMPETENCES
• Rank 1 means the lowest rating of the competence level attainment in ITE
Competences to be developed within in-service
education (ranks based on the response frequencies – open question)
Elementary
schools
Secondary
schools
Capability to work with students with learning and
behaviour difficulties
1
3
Use of ICT skills in the classroom
2
2
Capability to work with gifted students
3
5
Skills of student centred approach in teaching
4
1
Communication and social skills for parents and
students
5
6
Assessment and monitoring of students achievements
6
7
New knowledge in own academic discipline
7
4
COMPETENCES
Future challenges for teacher competence
research and evaluation in Croatian context

Introduction of multidimensional assessment in TED:
► Assessment of learning (summative)
► Assessment for learning (formative)
► Assessment as learning (reflective practice)

Building firm links between research/evaluation and
improvement of study programs as a part of QA system

Raising awareness about the need for both research
ON and IN teacher education

Recognition of capacity for research and reflection as
important transferable competence in TED
Thanks for your attention!