Teacher Training: The Link Between Academic Performance and Success in Professional Practice
This research approaches initial teacher training from the perspective of structure and curriculum. During initial teacher training, any disconnection between theoretical content and the practical application of theory should be avoided. Therefore, this article proposes to study the quality of teac...
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| Format: | Article |
| Language: | English |
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Universidad Pedagógica y Tecnológica de Colombia (UPTC)
2022-12-01
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| Series: | Praxis & Saber |
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/14096 |
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| author | José González-Campos Juan Aspeé-Chacón Yudi Herrera-Nuñez Fabián Araya |
| author_facet | José González-Campos Juan Aspeé-Chacón Yudi Herrera-Nuñez Fabián Araya |
| author_sort | José González-Campos |
| collection | DOAJ |
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This research approaches initial teacher training from the perspective of structure and curriculum. During initial teacher training, any disconnection between theoretical content and the practical application of theory should be avoided. Therefore, this article proposes to study the quality of teacher training by determining the predictive capacity of academic performance with respect to success in the professional practices of teachers in training. An index of predictive validity of academic performance and the application of Bayes' theorem are used to estimate this complex problem. The target group of this study is the science pedagogy careers belonging to the 2006 to 2013 cohorts, with a size of 842 students from a Chilean state university. The results indicate that the predictive validity of academic performance does not reach 50%, which shows the disconnection between success in professional practice and previous training. These results raise the need to analyze the relevance of theoretical content in professional teaching practice. Furthermore, it emphasizes the need to have adequate quality assurance processes for initial teacher training for the entire higher education system.
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| format | Article |
| id | doaj-art-31c00efdda1d4a15803bffee5567b347 |
| institution | Kabale University |
| issn | 2462-8603 |
| language | English |
| publishDate | 2022-12-01 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia (UPTC) |
| record_format | Article |
| series | Praxis & Saber |
| spelling | doaj-art-31c00efdda1d4a15803bffee5567b3472025-08-20T03:48:28ZengUniversidad Pedagógica y Tecnológica de Colombia (UPTC)Praxis & Saber2462-86032022-12-01133510.19053/22160159.v13.n35.2022.14096Teacher Training: The Link Between Academic Performance and Success in Professional PracticeJosé González-Campos0https://orcid.org/0000-0003-4610-6874Juan Aspeé-Chacón1https://orcid.org/0000-0003-3456-8414Yudi Herrera-Nuñez2https://orcid.org/0000-0003-1406-6089Fabián Araya 3https://orcid.org/0000-0002-6083-1661Universidad de Playa AnchaUniversidad Viña del MarUniversidad de Playa AnchaUniversidad de La Serena This research approaches initial teacher training from the perspective of structure and curriculum. During initial teacher training, any disconnection between theoretical content and the practical application of theory should be avoided. Therefore, this article proposes to study the quality of teacher training by determining the predictive capacity of academic performance with respect to success in the professional practices of teachers in training. An index of predictive validity of academic performance and the application of Bayes' theorem are used to estimate this complex problem. The target group of this study is the science pedagogy careers belonging to the 2006 to 2013 cohorts, with a size of 842 students from a Chilean state university. The results indicate that the predictive validity of academic performance does not reach 50%, which shows the disconnection between success in professional practice and previous training. These results raise the need to analyze the relevance of theoretical content in professional teaching practice. Furthermore, it emphasizes the need to have adequate quality assurance processes for initial teacher training for the entire higher education system. https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/14096quality of educationbeginning teachersacademic achievementprofessional practiceinitial teacher training |
| spellingShingle | José González-Campos Juan Aspeé-Chacón Yudi Herrera-Nuñez Fabián Araya Teacher Training: The Link Between Academic Performance and Success in Professional Practice Praxis & Saber quality of education beginning teachers academic achievement professional practice initial teacher training |
| title | Teacher Training: The Link Between Academic Performance and Success in Professional Practice |
| title_full | Teacher Training: The Link Between Academic Performance and Success in Professional Practice |
| title_fullStr | Teacher Training: The Link Between Academic Performance and Success in Professional Practice |
| title_full_unstemmed | Teacher Training: The Link Between Academic Performance and Success in Professional Practice |
| title_short | Teacher Training: The Link Between Academic Performance and Success in Professional Practice |
| title_sort | teacher training the link between academic performance and success in professional practice |
| topic | quality of education beginning teachers academic achievement professional practice initial teacher training |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/14096 |
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