Competence and challenge in professional development : Teacher perceptions at different stages of career

Journal article


Keller-Schneider, Manuela, Zhong, Hua Flora and Yeung, Alexander Seeshing. (2020). Competence and challenge in professional development : Teacher perceptions at different stages of career. Journal of Education for Teaching. 46(1), pp. 36-54. https://doi.org/10.1080/02607476.2019.1708626
AuthorsKeller-Schneider, Manuela, Zhong, Hua Flora and Yeung, Alexander Seeshing
Abstract

Teachers are expected to meet professional requirements concerning: (1) their role as a teacher, (2) capacity to teach and meet students’ specific learning needs, (3) managing the classroom effectively, and (4) cooperating with other professionals within the school. Teachers build up competencies and experience challenges associated with these requirements at different career stages. The present study investigates teachers’ perceived challenge and competence at different stages when dealing with professional requirements. A total of 655 teachers from 250 primary schools in the state of Zurich, Switzerland, at different career stages (pre-service, beginning and experienced teachers), completed a survey measuring four professional requirements in competence and challenge dimensions. Structural equation modelling was used to assess the validity of the measures and teachers’ sense of competence and perceived challenge were compared across different career stages. Beginning teachers were found to be lower in their sense of competence in all four requirements, but teachers’ experiences of challenge varied at different career stages. The findings call for attention to facilitating new teachers to accomplish the required competencies and to minimise any stress arising from the challenges they face. Promoting optimal use of resources through cooperation in the workplace may help beginning teachers to maximise their sense of competence.

Keywordssense of competence; perceived challenge; teacher education; professional requirements; professional development; structural equation modelling
Year2020
JournalJournal of Education for Teaching
Journal citation46 (1), pp. 36-54
PublisherRoutledge
ISSN0260-7476
Digital Object Identifier (DOI)https://doi.org/10.1080/02607476.2019.1708626
Scopus EID2-s2.0-85078621483
Research or scholarlyResearch
Page range36-54
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online02 Jan 2020
Publication process dates
Deposited09 Dec 2021
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