Bibliografías temáticas / Student teachers

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Literatura académica sobre el tema "Student teachers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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Artículos de revistas sobre el tema "Student teachers"

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Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (2020): 560–89. http://dx.doi.org/10.1093/sf/soz177.

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Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual
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Sawalhi, Rania, and Youmean Chaaban. "Mentor teachers’ and student teachers’ perspectives toward teacher leadership." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (2021): 70–88. http://dx.doi.org/10.1080/13611267.2021.1899586.

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Shinoda, Hirofumi, Tsuyoshi Yamamoto, and Kyoko Imai-Matsumura. "Teachers’ visual processing of children’s off-task behaviors in class: A comparison between teachers and student teachers." PLOS ONE 16, no. 11 (2021): e0259410. http://dx.doi.org/10.1371/journal.pone.0259410.

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As teachers are responsible for responding instantaneously to students’ statements and actions, the progress of the class, and their teaching purpose, they need to be able to engage in responsive teaching. Teachers obtain information about students’ learning by observing them in the classroom, and subsequently make instructional decisions based on this information. Teachers need to be sensitive to student behaviors and respond accordingly, because there are students who follow the teacher’s instructions and those who do not in every classroom. Skilled teachers may distribute their gaze over th
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Maqbool Mir, Muyeen. "ICT Literacy of Student Teachers of Teacher Training Institutes." Indian Journal of Applied Research 3, no. 4 (2011): 115–16. http://dx.doi.org/10.15373/2249555x/apr2013/36.

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Küster-Boluda, Inés, and Natalia Vila-López. "A teachers’ orientation approach to understand the university teacher-student relationship." Estudios sobre Educación 40 (January 25, 2021): 149–72. http://dx.doi.org/10.15581/004.40.149-172.

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This research intends to advance the understanding of the university teacher-student relationship in the context of teachers’ market orientation with the aim to improve students’ performance. Thus, the study is articulated on three axes: the students’ performance approach, the relationship among diverse aspects of teachers, and, fi nally, the effect of these aspects on students’ performance. The results gained from a sample of 45 teachers and 932 students show that teachers’ student orientation infl uences perceived learning and student satisfaction. Other interesting results are also attained
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Din, Kamal Ud, Dil Angaiz, and Musarat Jehan. "Teaching Practicum: Teacher-educators’ and Student-teachers’ Voices from the Field." Pakistan Journal of Social Research 03, no. 04 (2021): 465–72. http://dx.doi.org/10.52567/pjsr.v3i4.170.

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The present study aimed to assess the complexity of teaching practicum and its effectiveness from both the perspectives of teacher-educators and student-teachers in one of the public sector university in Gilgit-Baltistan, Pakistan. Semi-structured interviews were taken from four teacher-educators and 25 student-teachers. The interview-data were analyzed thematically. Feedback from school mentors and hosting-department supervisor was not available to student-teachers as expected. Student-teachers’ excitement to have school experiences of engaging with children was the area of motivation for stu
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Irsyad, Farhah, Yustikarini Saleh Airin, and Safitri Shahnaz. "The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience." Journal of Education and Learning (EduLearn) 15, no. 2 (2021): 267–74. https://doi.org/10.11591/edulearn.v15i2.18330.

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A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being.
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Kusumayasa, Kadek Ngurah. "Pedagogical Competence of EFL Teachers: Teachers’ and Students’ Perspectives." Jurnal Ilmiah Pendidikan Profesi Guru 5, no. 1 (2022): 46–53. http://dx.doi.org/10.23887/jippg.v5i1.46203.

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The pedagogic competence of English teachers plays an important role in developing students' potential in mastering English. Students' perceptions are needed to find out how the teacher's pedagogic competence is in carrying out learning, students can be used as sources of information for reflection because students often interact directly with teachers in the learning process. In addition, the perception of the teacher itself is also needed to find out how his pedagogical competence as a teacher is in carrying out the learning process in order to achieve learning objectives. This study aims to
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Chandra Handa, Manoj. "Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities." Journal of Advanced Academics 31, no. 4 (2020): 530–68. http://dx.doi.org/10.1177/1932202x20931457.

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The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and face-to-face interviews. Years 5 to 12 gifted students ( n = 38) from four schools acted as co-researchers at the methodological level. The student co-researchers co-designed and disseminated the st
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Killian, Janice N., Keith G. Dye, and John B. Wayman. "Music Student Teachers." Journal of Research in Music Education 61, no. 1 (2013): 63–79. http://dx.doi.org/10.1177/0022429412474314.

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In this descriptive study, we examined self-reported concerns of 159 music student teachers pre– and post–student teaching, over a period of 5 years. Resulting comments ( N = 867) were analyzed on the basis of (a) stages of teacher concern (focus on self, subject matter [music and teaching], and students) modeled after Fuller and Bown and (b) emerging categories of concern compared with those identified by Madsen and Kaiser. Stages of concern were reliably identifiable across all comments. Teachers, as predicted, began student teaching with more self (56%) and fewer student (4%) comments. Post
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Tesis sobre el tema "Student teachers"

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Stearns, Catherine L. "Student Teachers’ Changing Confidence in Teaching." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This study examined five student teachers and the two mentor teachers of each in elementary school settings within a metropolitan school district in North Texas. Lave and Wenger’s (1991, 2002) community of practice theory informed this study. Data sources included mentor teacher interviews, student teacher interviews, student teacher observations, student teacher/mentor teacher dialogue journals, and student teacher reflections.
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Kasperbauer, Holly Jo. "Student teachers' perceptions of important characteristics of cooperating teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.

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A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and
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Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.

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<p> This study employed a model of basic qualitative research which explored teachers&rsquo; pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples
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Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.

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Hamel, Frederick L. "Teacher understanding of student understanding : three teachers thinking about their students reading literature /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7853.

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Tai, Mei-har Jessie. "A study on the role, benefits and concerns of the cooperating teachers in the cooperating teacher scheme." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602208.

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Marple, W. Dean Mungo Savario J. "Perspectives on student teaching a comparative ethnographic study of traditional and nontraditional student teachers /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014752.

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Thesis (Ed. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 25, 2005. Dissertation Committee: Savario J. Mungo (chair), John H. Crotts, John T. Goeldi, Raymond L. Schmitt. Includes bibliographical references (leaves 206-214) and abstract. Also available in print.
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Freedman, Debra Michele. "(Re)presentations of education : pre-service teachers' interpretations of Dangerous minds through the lens of media cultural studies /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004266.

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Valencic, Kristin Marie. "An investigation of teachers temperament and student perceptions of teachers communication behavior and students attitudes toward teachers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1949.

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Edgar, Don Wayne. "Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5975.

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Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachers’ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field
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Libros sobre el tema "Student teachers"

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Cuenca, Alexander. Supervising Student Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8.

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1937-, McAlpine Amy, and Scottish Council for Research in Education., eds. Student-teachers learning from experienced teachers. Scottish Council for Research in Education, 1988.

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Amy, McAlpine, and Scottish Council for Research in Education., eds. Student-teachers learning from experienced teachers. Scottish Council for Research in Education, 1988.

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Śnieżyński, Marian. Przezwiska nauczycieli. Oficyna Wydawn. Impuls, 2003.

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Association of Teachers of Mathematics., ed. Reflections on teacher intervention. Association of Teachers of Mathematics, 1988.

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1946-, Cole Mike, ed. Professional issues for teachers and student teachers. D. Fulton Publishers, 1999.

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Glennon, Lorraine. Those who can-- teach!: Celebrating teachers who make a difference. Wildcat Canyon Press, 1999.

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Hashim. Economic literacy among Malaysian students and student teachers. University of Birmingham, 1995.

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Hallman, Patsy Spurrier. I had a teacher: Twenty-three stories about successful mentors. Scarecrow Press, 2003.

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Giri, Kusuma. Sikshā kā samājaśāstra: Viśvavidyālaya meṃ adhyāpaka chātra sambandha. Rāvata Pablikeśana, 1997.

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Capítulos de libros sobre el tema "Student teachers"

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Warren-Lee, Nicola. "Student teachers." In Creative Practice in Higher Education. Routledge, 2024. http://dx.doi.org/10.4324/9781032633534-8.

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Ungemah, Lori D. "“Student Teachers”." In The Poverty and Education Reader. Routledge, 2023. http://dx.doi.org/10.4324/9781003448013-16.

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Elfer, Charles J. "Becoming a University Supervisor." In Supervising Student Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_1.

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Ritter, Jason K. "Personal Examples of Self-Study as a Means of Developing and Enacting a Pedagogy of Supervision." In Supervising Student Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_10.

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Garrett, H. James. "Rethinking the Spaces of Supervision." In Supervising Student Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_11.

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Rodgers, Adrian. "Supervision 1.3." In Supervising Student Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_12.

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Byrd, David, and Jay Fogleman. "The Role of Supervision in Teacher Development." In Supervising Student Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_13.

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Cuenca, Alexander. "The Problematology of Supervising Student Teachers." In Supervising Student Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_2.

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Schmeichel, Mardi. "Check it Before you Wreck It." In Supervising Student Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_3.

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Dinkelman, Todd. "Observation Reports and the Mystery of Supervising Student Teachers." In Supervising Student Teachers. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_4.

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Actas de conferencias sobre el tema "Student teachers"

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Massey, Dixie, and Samuel Miller. "STUDENT AGENCY: IF STUDENTS LEAD, WILL TEACHERS FOLLOW?" In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1025.

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Moodley, Nageshwari. "STUDENT TEACHER MENTORSHIP DURING WORK INTEGRATED LEARNING: INSIGHTS FROM PRE-SERVICE STUDENT TEACHERS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0174.

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Bérešová, Jana. "STUDENT TEACHERS’ REFLECTION ON ASSESSMENT PROCEDURES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1073.

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Lāma, Gatis. "Secondary-School Student Transversal Skills in Mathematics. Comparison Between Teacher Assessment and Student Self-Assessment." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.46.

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In order to ensure attainment of educational objectives, the development of transversal skills has been identified as a key component of learning. The future is uncertain, and it is difficult to predict, which knowledge and skills will be needed for life. Education must not only prepare young people for work but also encourage the development of skills that are essential for students to become active and responsible citizens. The uncertainty about the future also changes accents in education by increasing the importance of transversal skills in secondary education, including in the subject of
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Georg, Kadi, and Katrin Poom-Valickis. "Measuring Student Teachers Level of Situation-Specific Skills for Need-Supportive Teaching." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.07.

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In the contextual model of teacher competence by Blömeke et al. (2015), teachers’ situation-specific skills, like perception, interpretation, and decision-making (PID-skills) are regarded as central aspects that determine the performance of teachers in a classroom and are deemed as processes that revolve around student thinking and learning (Santagata &amp; Yeh, 2016). Teachers’ ability to notice and meet students’ needs, in turn, influences their motivation and engagement in learning. In need-supportive teaching, teachers use instructional behaviors that support students’ basic psychological
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Latkovska, Evija. "Student Teachers of English on the Lookout for Good Teaching." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.26.

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Education has always been a subject to changes structure and content wise; its quality has been an issue all the time. In Latvia, the recent reform named School 2030, which essence is a competence approach to the curriculum, is introducing its requirements. Additionally, the government has planned to introduce a system monitoring the quality of education by 2023. Consequently, questions like what a good school, teacher and teaching are gain certain attention. The particular qualitative approach research concentrates on finding out student teachers’ answers to these questions as core values the
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Nabbout, Marie. "A study of discrepancies in the assessment of probabilistic tasks: why might teachers grade and evaluate inconsistently a given answer?" In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07804.

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In this paper we present part of a study carried out to identify Lebanese teachers’ representations of probability as well as their teaching practices. We compare grades and judgments that teachers attribute to fictitious students. Our result show inconsistencies in grading on the same teacher: discrepancy between the quantitative judgment (grade) and the qualitative judgment that he attributes to the same answer. The comparison between the quantitative judgments (grades) and the qualitative judgments reveals a great diversity among teachers: a convergence in grading can hide very different qu
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Doulougeri, Karolina, Jan D. Vermunt, Gunter Bombaerts, and Michael Bots. "Analyzing student-teacher interactions in challenge-based learning." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1389.

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Challenge-based learning (CBL) exposes students to the complexities of openended and real-life challenges and encourages them to be in the lead of their learning. The role of teachers remains important but shifts from being the expert to the role of a coach who gradually scaffolds students into becoming independent learners. Accordingly, the interplay between teachers' and students' regulation of teaching and learning can result in friction and influence students' learning experience. This study explores incidents of constructive or destructive friction between student and teacher regulation d
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Dogaru, Mariana, Gabriela alina Anghel, and Esther nieto moreno de Diezmas. "TEACHERS' MOTIVATION - PERCEPTIONS ON THE REASONS OF PARTICIPATION IN SCHOOL ACTIVITIES." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-146.

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The employees’ motivation leads to better results in reaching the objectives proposed. What is going on within the Romanian schools? How motivated do teachers in good schools consider themselves? How about those in less effective schools? What motives animate them to participate in school activities? The research realized analyzes the perception of over 600 teachers concerning their own motivation, in order to identify the main reasons lying at the basis of an active participation to school life. Our concern is about this because motivated teacher means a well-trained student. The complexity o
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Letuka, Mokete, and Paseka Patric Mollo. "STUDENT TEACHERS’ PERCEPTIONS OF THE ASSESSMENT OF VIDEO-RECORDED LESSONS DURING TEACHING PRACTICE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end011.

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"Lecturers have not been able to go to schools where student teachers were placed for teaching practice, to physically sit in classrooms to observe and assess their lessons. This is due to Covid-19 lockdown regulations in South Africa. For this reason, students were instructed to video-record their lessons, and submit them to lecturers for observation and assessment of their teaching competence. As a result of this unprecedented venture, the researchers sought to determine student teachers’ perceptions of the video-recorded lessons, and the assessment thereof. A qualitative research approach w
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Informes sobre el tema "Student teachers"

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García, Emma, Wesley Wei, Susan Kemper Patrick, Melanie Leung-Gagné, and Michael A. DiNapoli Jr. In Debt: Student Loan Burdens Among Teachers. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/497.986.

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This report analyzes data from the National Teacher and Principal Survey from 2020–21. It describes the state of student loan borrowing and repayment among full-time, public school teachers and explores whether student loan burdens differ by teacher characteristics. The analyses also examine the extent to which student loan debt is associated with teachers’ well-being and employment decisions. The report concludes with recommendations that support the expansion of programs that alleviate or minimize the costs of comprehensive teacher preparation and credentialing; improve teaching conditions;
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Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, &amp; Ang, 2010; Martin &amp; Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger &amp; Lee, 2001; Murray &amp; Malmgren, 2005). The Responsive Classroom
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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part b
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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing
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Kemper Patrick, Susan, Linda Darling-Hammond, and Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, 2023. http://dx.doi.org/10.54300/956.678.

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Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical
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Pookulangara, Sanjukta, and Arlesa Shephard. Technology Vs. Teachers: Student use of university digital collections and role of Teachers. Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1841.

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Dee, Thomas. Teachers and the Gender Gaps in Student Achievement. National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11660.

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Burgess, Simon, Shenila Rawal, and Eric Taylor. Teachers’ Use of Class Time and Student Achievement. National Bureau of Economic Research, 2022. http://dx.doi.org/10.3386/w30686.

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Ariza H., Angela Andrea. Integrating Student Teachers’ Learning through an E-portfolio. Institución Universitaria Colombo Americana, 2025. https://doi.org/10.26817/paper.30.

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This working paper reports on an action research study aimed to explore and analyze the process of creating and using an E-portfolio of evidence to promote integrative learning of Student Teachers (STs) to further their self-discovery as EFL Teachers. The Process of creating the portfolio was framed within one Practicum semester and viewed as a capstone experience addressed from the perspective of an integrative learning approach. The construction of portfolios was carried out in three phases that had a progressive and transformative intention. The analysis and the interpretation of the data r
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Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma, and Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.

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Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes
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