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Prioritizing Competencies for Beginning Teachers in High-Poverty Schools: A Delphi Study

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Title: Prioritizing Competencies for Beginning Teachers in High-Poverty Schools: A Delphi Study
Language: English
Authors: Lerner, Jessica, Roberts, G. J., Green, K., Coleman, J.
Source: Educational Research: Theory and Practice. 2021 32(2):17-46.
Availability: Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Peer Reviewed: Y
Page Count: 30
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Secondary Education
Higher Education
Postsecondary Education
Descriptors: Teacher Competencies, Teacher Effectiveness, Beginning Teachers, Poverty, Low Income Students, Disadvantaged Schools, Elementary Secondary Education, Preservice Teacher Education, Expertise, Difficulty Level, Teacher Educators, Teacher Attitudes
ISSN: 2637-8965
Abstract: Teacher quality is a significant factor predicting student achievement, especially for low-income students. However, information about which teaching competencies warrant emphasis during pre-service training is lacking. The purpose of this study was to investigate experts' ratings on the importance and difficulty of teaching competencies for beginning teachers and whether those ratings differed for low-income school settings. Thirty-one academic and practitioner experts in beginning teacher development participated in this Delphi study. Participants rated 8 of 25 teaching competencies as very important and very difficult for beginning teachers with broad consensus among experts. However, there were differences in ratings between academics and practitioners. Finally, experts rated many of the competencies as more important and more difficult for beginning teachers in low-income schools. Implications for teacher training are discussed.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1296530
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Prioritizing Competencies for Beginning Teachers in High-Poverty Schools: A Delphi Study
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  Data: <searchLink fieldCode="SO" term="%22Educational+Research%3A+Theory+and+Practice%22"><i>Educational Research: Theory and Practice</i></searchLink>. 2021 32(2):17-46.
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  Data: Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
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  Data: 30
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  Data: 2021
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: 2637-8965
– Name: Abstract
  Label: Abstract
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  Data: Teacher quality is a significant factor predicting student achievement, especially for low-income students. However, information about which teaching competencies warrant emphasis during pre-service training is lacking. The purpose of this study was to investigate experts' ratings on the importance and difficulty of teaching competencies for beginning teachers and whether those ratings differed for low-income school settings. Thirty-one academic and practitioner experts in beginning teacher development participated in this Delphi study. Participants rated 8 of 25 teaching competencies as very important and very difficult for beginning teachers with broad consensus among experts. However, there were differences in ratings between academics and practitioners. Finally, experts rated many of the competencies as more important and more difficult for beginning teachers in low-income schools. Implications for teacher training are discussed.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 17
    Subjects:
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Beginning Teachers
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Disadvantaged Schools
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Expertise
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
    Titles:
      – TitleFull: Prioritizing Competencies for Beginning Teachers in High-Poverty Schools: A Delphi Study
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            NameFull: Roberts, G. J.
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            NameFull: Green, K.
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            – TitleFull: Educational Research: Theory and Practice
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