TEACHER EDUCATOR TECHNOLOGY COMPETENCIES
A set of competencies (not standards) were drafted to guide the professional development of teacher educators in colleges and universities. The intention of the Teacher Educator Competencies (TETCs) is to communicate what teacher educators working with teacher candidates should know and do.
To best inform professional development, competencies, or the “knowledge skills, or attitudes that enable one to effectively perform the activities of a given occupation," (Richey, Fields & Foxon, 2001 p. 31) were developed.
HIGHLY COLLABORATIVE PROCESS
With the intention of tapping the wisdom of the profession and to produce a final list of TETCs that would be usable to ALL TEACHER EDUCATORS, a highly collaborative process was lead by four researchers who are experts in educational technology. The development process involved three phases:
I. CROWDSOURCING: Literature that directly speaks to competencies of teacher educators was crowdsourced; articles were used to create the first draft of the TETCs.
II. DELPHI METHOD: The draft was revised through 6 rounds of input from 17 faculty who comprised the Delphi team. These individuals applied and were selected based on their expertise in educational technology.
The result of the Delphi process and final draft of the competencies can be found here:
III. VETTING: This survey is an attempt to get broad-based input from individuals and organizations about perceived usability. The feedback from the vetting process will be considered in the vetting revisions.
VETTING SURVEY, OPEN UNTIL APRIL 15, 2017
The purpose of this survey is to vet the draft TETCs in order to make further revisions. In addition to non-identifying demographic information, this survey will ask the following questions:
1) What aspects of the TETCs do you/does your organization find most useful?
2) How would you/your organization make use of the TETCs?
3) What concerns do you/does your organization have about the TETCs?
4) Do you have any additional comments?
Thank you for your input,
The Research Team
Teresa S. Foulger, Associate Professor, Arizona State University (Project Lead)
Kevin Graziano, Professor, Nevada State College
Denise Crawford, Associate Professor, Iowa State University
David Slykhuis, Professor, James Madison University