Page 136 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 136
- Knowledge examination, assessment and monitoring students’ pro-
gress (teachers, for instance, create and use suitable assessment cri-
teria, monitor and evaluate student progress in cognitive areas as well
as in the areas of adopting learning strategies, learning social skills, re-
ading literacy);
- Wider professional competencies (teachers develop positive relation-
ships with students, believe in their abilities and support them, plan,
monitor, evaluate and manage their own professional development…).
The range of dimensions that need to be included in the analysis of the in-
teraction between various influences on the effectiveness of teaching, learn-
ing and also evaluation and assessment of knowledge can be noticed through
the key teacher competencies defined in such a way. As has already been stat-
ed, students’ academic achievement is not merely in the domain of students
and their de facto knowledge or demonstration of knowledge, but is also influ-
enced by teachers’perceptions of knowledge and students’and teachers’com-
136 petence in its evaluation.
Based on the above listed five areas of competencies, an instrument (Pek-
laj, 2006) was developed that allowed researchers to test correlations between
perceived teachers’ competencies in classroom management and students’
outcomes. The analysis has shown that there is no direct correlation between
teachers’ competencies in class management and student’ learning outcomes.
All correlations were indirect. The model has also shown that the teachers’
classroom management style and encouragement of motivation does have an
effect on student motivation and their desired and undesired behaviour and,
based on their learning effectiveness and desired behaviour, on learning out-
comes. If students perceive a greater teacher’s competence in managing the
learning process, it has a positive influence on students’motivation and conse-
quently, better learning outcomes. The results were similar both for mathemat-
ics and the Slovenian language, in primary as well as in secondary education
(Peklaj, 2010). It can therefore be postulated that with regard to competencies
linked to teaching, their effects are not unambiguous and direct, as mainly in-
direct effects have been observed. Mechanical changes of the competencies
are, furthermore, impossible and nor do they bring about results that could
be quickly measured. Merely changing the competencies of classroom man-
agement and teaching will thus not result directly in a change of learning out-
comes. It is also necessary to alter other factors, such as subjective views on
everything connected to teaching, permanent inclusion in professional devel-
opment and other factors. When talking about competence development, al-
tering other background factors (such as teacher motivation, social and cultur-
al environment etc.) should also be considered.
student (under)achievement: perspectives, approaches, challenges
gress (teachers, for instance, create and use suitable assessment cri-
teria, monitor and evaluate student progress in cognitive areas as well
as in the areas of adopting learning strategies, learning social skills, re-
ading literacy);
- Wider professional competencies (teachers develop positive relation-
ships with students, believe in their abilities and support them, plan,
monitor, evaluate and manage their own professional development…).
The range of dimensions that need to be included in the analysis of the in-
teraction between various influences on the effectiveness of teaching, learn-
ing and also evaluation and assessment of knowledge can be noticed through
the key teacher competencies defined in such a way. As has already been stat-
ed, students’ academic achievement is not merely in the domain of students
and their de facto knowledge or demonstration of knowledge, but is also influ-
enced by teachers’perceptions of knowledge and students’and teachers’com-
136 petence in its evaluation.
Based on the above listed five areas of competencies, an instrument (Pek-
laj, 2006) was developed that allowed researchers to test correlations between
perceived teachers’ competencies in classroom management and students’
outcomes. The analysis has shown that there is no direct correlation between
teachers’ competencies in class management and student’ learning outcomes.
All correlations were indirect. The model has also shown that the teachers’
classroom management style and encouragement of motivation does have an
effect on student motivation and their desired and undesired behaviour and,
based on their learning effectiveness and desired behaviour, on learning out-
comes. If students perceive a greater teacher’s competence in managing the
learning process, it has a positive influence on students’motivation and conse-
quently, better learning outcomes. The results were similar both for mathemat-
ics and the Slovenian language, in primary as well as in secondary education
(Peklaj, 2010). It can therefore be postulated that with regard to competencies
linked to teaching, their effects are not unambiguous and direct, as mainly in-
direct effects have been observed. Mechanical changes of the competencies
are, furthermore, impossible and nor do they bring about results that could
be quickly measured. Merely changing the competencies of classroom man-
agement and teaching will thus not result directly in a change of learning out-
comes. It is also necessary to alter other factors, such as subjective views on
everything connected to teaching, permanent inclusion in professional devel-
opment and other factors. When talking about competence development, al-
tering other background factors (such as teacher motivation, social and cultur-
al environment etc.) should also be considered.
student (under)achievement: perspectives, approaches, challenges
