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A System of Indicators for assessing the teacher readiness in primary
education: A systematic review
Abstract
Educational systems do not develop beyond the ability
and motivation of their teachers. The teacher is the
main factor in implementing educational programs in
the school. The purpose of this study is to identify the
factors, criteria and indicators for measuring teacher
readiness in primary school. We conducted a systematic
review in the period - and searched scientific
databases including ProQuest, Eric, Google Scholar,
SID, Ensani, and Magiran. We analyzed documents
based on PRISMA criteria. The results of the analyses
led to the identification of indicators, criteria and
main factors. In the next step, the effect of each
criterion on each other was estimated using the Dematel
technique. Findings indicated that the first criteria
with most impact, respectively, include teaching
aptitude, moral sensitivity, commitment and
responsibility, rational and ethical training and being
research-oriented. Also, by calculating the net impact,
the top criteria include basic teacher prerequisites,
general and superior mental abilities, teaching aptitude,
attitudinal and emotional characteristics, and
communication skills, respectively. The results of the
rankings show that the criteria related to the teacher
prerequisites factor have the greatest effect.
Keywords: elementary education, teacher
readiness, teaching aptitude, teacher
competencies, systematic review.
1
Dewhirst
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Hall& Hulse
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Winchester
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Haigh
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Williams
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Ching
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Jacqueline
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Kelemen
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Huntly
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Swank & Houseknecht
Catano& Harvey
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Sharyn
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Grossman
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Suitability
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Natural ability
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Capacity to learn
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Hattie
1 Klassen & Kim
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Saini& Shlonsky
Eric
Google Scholar
ProQuest
Teacher
Competencies OR Teaching
Competencies + Teachers Aptitude OR
Teaching Aptitude + Teachers
Readiness OR Teaching Readiness
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