A new admission system model for teacher colleges
Abstract
Purpose
Aspects of intellectual competence would not be sufficient for quality teaching that requires a mix of intellectual and personal qualities. The purpose of this paper was to elicit personal attributes of teachers’ college applicants.
Design/methodology/approach
This qualitative case study consisted of 99 participants aged 20-24 years of average socio-economic and achievement backgrounds. The authors constructed five qualitative tools, in addition to the two existing standardized exams. Using techniques of the grounded theory, the authors sorted and synthesized the data through three-phase coding.
Findings
The authors elicited a general concept map of attributes, from which a personal attribute profile for each participant emerged. This model makes fine differentiations between individuals, providing a personal attribute profile pool of applicants useful for any admission committee and for empowering students’ strengths during studies.
Research limitations/implications
A solid database of non-cognitive attributes opens the door to further research, which will take into consideration multiple variables, such as student knowledge, beliefs and aptitudes.
Practical implications
Training teachers to apply research methodology into practice and limiting the length of tools make the mission possible, interesting and useful. Figuring out how to collect valid measures of such data about large numbers of college students would be a major challenge.
Social implications
As teachers occupy a central position in the educational enterprise, they become guardians of the country’s collective socio-cultural legacy. In the current context of teacher shortages, the authors offer a model that has the potential of improving recruitment of applicants for teaching and raising teacher quality.
Originality/value
No previous attempt that uses qualitative methodology for this purpose was found.
Keywords
Acknowledgements
The authors acknowledge that they have followed the human subjects review procedure established by their institution. They obtained signed consent forms and went through a number of steps to ensure participants’ confidentiality. All participants agreed to take part in the study. Most expressed positive feelings toward the procedures, appreciating their importance for effective teaching in the future.
Citation
Katz, S. and Frish, Y. (2016), "A new admission system model for teacher colleges", Quality Assurance in Education, Vol. 24 No. 4, pp. 463-489. https://doi.org/10.1108/QAE-01-2014-0003
Publisher
:Emerald Group Publishing Limited
Copyright © 2016, Emerald Group Publishing Limited