ERIC Number: ED142531
Record Type: RIE
Publication Date: 1977
Reference Count: 0
Basic Content Skills Required and the Job Analysis Methodology Utilized for Teacher Certification.
Nassif, Paula M.
This paper presents a model for conducting educational job analysis and the field test of that model on ten teaching fields. This model was tested for its ability to job analyze a teaching field's content knowledge according to federal employment guidelines. Differences between teaching and other job fields meant that actual time spent on a skill would likely be an unreliable procedure for establishing the importance of skills for assessing job competence. Approximately 250 content objectives were rated for job-relatedness by currently practicing teachers. Job-relatedness was defined by two 5-point rating scales of the time spent teaching and the objective and the extent of essentiality of the objective. Results showed that the correlations between the time and essentiality dimensions were significant. In all fields objectives were clearly ranked in terms of relative job-relatedness. Of particular interest is the actual content identified in each teaching field as most relevant to the job. In all fields, basic skills emerged strongly as the emphasis. This was true even within the more advanced courses in each field. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the New England Educational Research Organization (New Hampshire, May 1977)