Project Details
Description
Rationale
The goal of our research is to improve educational outcomes by developing and disseminating evidence-informed teacher selection tools. Our work is driven by methodological and theoretical rigour, shaped by an international perspective, and guided by a commitment to applying psychological research and theory to educational problems.
Project goals
To increase understanding of the individual characteristics that lead to effective teaching
To develop research-based teacher selection tools that are reliable, valid, and fair
Who is involved?
Researchers and teacher educators from the UK (from York, Cambridge, Strathclyde, Liverpool Hope, Stranmillis, Teach First) and from a range of international settings (Finland, Lithuania, Australia) are involved. The project is led by Professor Robert Klassen (York) and is funded by the European Research Council through a £1 million Consolidator Grant (2015-2020). The research team at York includes Lisa Kim and Liz Maxwell.
What is involved in the project?
Teachers are critical to educational outcomes, yet we have little understanding of how to select prospective teachers that will stay in the profession and be highly effective. The project aims to build understanding of how to evaluate teacher characteristics that lead to successful outcomes.
From 2013-2015 we developed proof-of-concept versions of primary and secondary situational judgment tests (SJTs) to select candidates into initial teacher education (ITE). SJTs are a scenario-based assessment method that assess the ‘non-cognitive’ attributes (i.e., personality, motivation, inter-personal skills) needed for effective teaching. SJTs are regularly used for high stakes selection in medicine and other fields. Results from our proof-of-concept SJTs are promising, with high reliability, significant validity evidence, and positive reactions from candidates.
The goal of our research is to improve educational outcomes by developing and disseminating evidence-informed teacher selection tools. Our work is driven by methodological and theoretical rigour, shaped by an international perspective, and guided by a commitment to applying psychological research and theory to educational problems.
Project goals
To increase understanding of the individual characteristics that lead to effective teaching
To develop research-based teacher selection tools that are reliable, valid, and fair
Who is involved?
Researchers and teacher educators from the UK (from York, Cambridge, Strathclyde, Liverpool Hope, Stranmillis, Teach First) and from a range of international settings (Finland, Lithuania, Australia) are involved. The project is led by Professor Robert Klassen (York) and is funded by the European Research Council through a £1 million Consolidator Grant (2015-2020). The research team at York includes Lisa Kim and Liz Maxwell.
What is involved in the project?
Teachers are critical to educational outcomes, yet we have little understanding of how to select prospective teachers that will stay in the profession and be highly effective. The project aims to build understanding of how to evaluate teacher characteristics that lead to successful outcomes.
From 2013-2015 we developed proof-of-concept versions of primary and secondary situational judgment tests (SJTs) to select candidates into initial teacher education (ITE). SJTs are a scenario-based assessment method that assess the ‘non-cognitive’ attributes (i.e., personality, motivation, inter-personal skills) needed for effective teaching. SJTs are regularly used for high stakes selection in medicine and other fields. Results from our proof-of-concept SJTs are promising, with high reliability, significant validity evidence, and positive reactions from candidates.
Layman's description
Teachers are critical to student outcomes, yet we have little understanding of how to select prospective teachers that will stay in the profession and be highly effective. The project aims to build understanding of how to evaluate teacher characteristics that lead to successful outcomes.
| Status | Finished |
|---|---|
| Effective start/end date | 1/09/15 → 28/02/21 |
Funding
- EUROPEAN COMMISSION: £1,005,901.00
