The elusiveness of teacher quality: A comparative analysis of teacher certification and student achievement in Gulf Cooperation Council (GCC) countries
The elusiveness of teacher quality: A comparative analysis of teacher certification and student achievement in Gulf Cooperation Council (GCC) countries
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教师素质的难以捉摸：海湾合作委员会（GCC）国家教师认证和学生成绩的比较分析
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发表时间：
2013
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影响因子：
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通讯作者：
Fawziah Al
中科院分区：
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作者：
Alexander W. Wiseman;Fawziah Al
在全世界的国家教育系统中，教师质量已成为教育改革努力的代名词，但一个更难以实现的目标是对教师质量进行实证衡量。教师资质是一项被提议的衡量教师质量的指标，也被称为证书，它在世界各地的国家教育体系和职前教师教育中越来越普遍。迅速发展的国家教育系统，如阿拉伯海湾国家的教育系统，正在积极寻求通过教师认证来衡量教师质量，并使用学生成绩测试的分数来评估教师质量。本研究综合了相关研究文献和背景数据，以此为基础，运用多层次线性模型估计了海湾合作委员会(GCC)国家教师认证对学生成绩的影响。尽管GCC国家教育体系强调通过建立教师认证要求来提高教师质量，但研究人员发现，在GCC教育体系中，教师认证与学生成绩之间既没有直接的联系，也没有一致的联系。
In national education systems worldwide, teacher quality has become synonymous with education reform efforts, but a more elusive goal is empirically measuring teacher quality. One proposed measure of teacher quality, teacher licensing, also known as certification, is an increasingly ubiquitous component of national education systems and pre-service teacher education around the world. Rapidly developing national education systems, like those in the Arabian Gulf states, are actively seeking to measure teacher quality through teacher certification and to estimate teacher quality using scores on student achievement tests. This study synthesizes research literature and contextual data as a foundation for using hierarchical linear models to estimate the impact of teacher certification on student achievement in the Gulf Cooperation Council (GCC) countries. Despite the emphasis on improving teacher quality by establishing teacher certification requirements in GCC national education systems, the researchers found neither a direct nor a consistent association between teacher certification and student achievement in the GCC.