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An interview is one of the most widely used tools in the admission of candidates for an academic study, particularly in the applied professions. The purpose of this paper…
An interview is one of the most widely used tools in the admission of candidates for an academic study, particularly in the applied professions. The purpose of this paper is to present a study that assesses the quality of a new interview tool for the selection of teacher-training candidates, in order to find out its added value over other selection tools in use and to justify the effort invested in it.
The study was longitudinal and was conducted over the course of a three-year period. The study population consisted of all the college’s undergraduate students that were candidates for the teaching profession. The information was processed quantitatively using descriptive as well as inferential statistics while addressing diverse comparisons.
The main findings indicate a high quality of the new tool. The usage of the tool improved the selection procedure of qualified candidates, especially borderline candidates who would be rejected if using only the matriculation and the psychometric admission tools. A logistic regression model revealed the admission new interview tool to be the sole statistically significant predictor of enrollment in the college. The study reported the interview score to be the sole statistically significant predictive factor in the model that forecasts student field-practice grades, particularly in their first year of study.
This information further corroborates that a good interview tool allows a more in-depth and well-based discussion about worthy candidates who do not meet the strict grade admission requirements. This invites discussion regarding the critical place of the interview in selection of candidates, especially in applied professions.
The purpose of this paper is to propose a new conception of the “good teacher” – that of the teacher-as-mentor, or, as the author refer to it, the “mentoring teacher,” who…
The purpose of this paper is to propose a new conception of the “good teacher” – that of the teacher-as-mentor, or, as the author refer to it, the “mentoring teacher,” who is equipped with heutagogical skills aimed at promoting self-determined learning through dialogic teaching. This conception appears to be better suited than current conceptions for the twenty-first century and the postmodern era.
The conception is based on an interpretative textual analysis of western educational philosophies and of the nature of postmodernity.
The mentoring teacher, presented to be the “good teacher” for the new era, is provided with skills associated with heutagogy: a pedagogical approach that emphasizes the individual’s need to learn autonomously and independently and that regards the capacity to do so as a basic skill for living and lifelong learning in the changing world. Using dialogic teaching, mentoring teachers equipped with heutagogical skills can navigate their teaching to promote the self-learning abilities of different learners and better prepare them to navigate the challenges of the current era.
This paper presents one perspective on looking at the changes that have occurred in the conception of the good teacher in western society and offers one point of view of the image of the new good teacher, hoping it might stimulate new thinking on the need to reconsider the role of the teacher in contemporary western society.
Placing the focus on teachers’ skills as opposed to students’ needs, which is much more common, invites discussion regarding the image of the good teacher and teacher education.