Toward a More Comprehensive Understanding of the Development of Teacher Competency

• In Event: Roundtable Session 3
  In Roundtable Session: Teacher Performance Assessment and Teacher Quality

Abstract

The purpose of this conceptual work was to explore and analyze a broad range of literature that bears on our understanding of the development of teacher competency. Through this process we sought to consider the possible implications from different strands of theory towards building a more comprehensive understanding of teacher learning and teachers’ acquisition of professional knowledge and skills. Using an integrative review methodology, we examined a varied set of studies and theoretical approaches in education and other fields and general theory on how people develop competency. Analysis of these works resulted in a number of findings related to non-linearity of learning progressions, context/support for learning, measuring competency, and the need for an integrated, comprehensive model of teacher competency.

Authors

• Laura D. Goe, ETS

• Iwan Syahril, Michigan State University