The development of a self-evaluation profile on teacher competence for pre-service primary teachers

To enhance pre-service teacher preparation and to improve the quality of teaching in the classroom, teacher educators recognize the importance to develop modes to assess teacher competence and ways of which its components can be interpreted and evaluated. While the results of many teacher performance measurement system and student teaching evaluation forms strive to reflect the pre-service teachers’ competence, the use of a self-evaluation profile is ensured to reflect the interpretation and internalization of those knowledge, skills and theories acquired by them through the teacher education program. In consideration of the above issues and with the cooperation and support of some of the teaching staff of HKIEd, these authors have attempted to design and develop a Competency Standard Profile (CSP) for the pre-service teachers in the graduating class. Based on a set of conceptions of teaching, teacher education and teacher assessment, various sets of criteria for the standards of competency were initially formulated so as to pilot use them with the graduating student teachers. Questionnaire survey was administered to the graduating class to solicit opinions on the selection of indicators and descriptors which constitute the components of the competency profile. Focused interviews were then conducted with a selected group of lecturers of the Professional Studies and the Academic Studies domain to collect opinions concerning the formulation of such instrument. In reference to the above findings, the CSP was revised and finalized into a format of which its administration will provide a fair, truly reflective and reliable mode of assessment in pre-service teachers’ competency level. It is the conviction of the authors to introduce such a valid and relevant instrument for adaption by teacher educators of the pre-service teachers in future professional development and degree level programs.