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Article: Teacher certification examinations in georgia: Outcomes and policy implications

TitleTeacher certification examinations in georgia: Outcomes and policy implications
Authors
KeywordsPost-Soviet countries
Teacher certification policy
Teacher compensation
Teacher perceptions
Teacher professional development
Issue Date2013
Citation
International Perspectives on Education and Society, 2013, v. 19, p. 25-51 How to Cite?
AbstractPurpose - The chapter explores the newly launched Teacher Certification Examinations (TCEs) in one of the post-Soviet countries, Georgia, and describes the experiences and perceptions of Georgian teachers going through the process of teacher certification. The qualitative study develops an in-depth understanding of the perceived strength and weaknesses of TCE in Georgia. Methodology - This case study was carried out in the spring of 2012 in 17 Georgian schools. School teachers and school principals from public and private schools were interviewed. A convenience sampling technique was used to recruit all participants. In addition to data obtained from research participants, various policy documents, laws on general education, minister's decrees, and statistical databases are analyzed and incorporated into the study. Findings - The data analyses showed that while the certification policy, in some way, increased teachers' social status and prestige in the society, it failed to meet teachers' expectations regarding remuneration policy and professional development opportunities. The TCE, without an adequate compensation policy as well as other types of incentives to increase teacher motivation, creates only a technical threshold for teachers to obtain a teacher certificate to secure jobs, rather than being a catalyst for a genuine professional development opportunity. Value - The study is the first attempt to empirically examine the teacher certification process in Georgia, thus it fills a knowledge gap that exists in the field. The Georgian TCE is the first TCE in south Caucasus; thus, the study of the implementation and outcomes of the Georgian reform provides a unique opportunity for the region and for the rest of the developing world to learn from the successes and failures of the reform process. Copyright © 2013 by Emerald Group Publishing Limited.
Persistent Identifierhttp://hdl.handle.net/10722/244154
ISSN
2015 SCImago Journal Rankings: 0.171

 

DC FieldValueLanguage
dc.contributor.authorKobakhidze, Magda Nutsa-
dc.date.accessioned2017-08-31T08:56:12Z-
dc.date.available2017-08-31T08:56:12Z-
dc.date.issued2013-
dc.identifier.citationInternational Perspectives on Education and Society, 2013, v. 19, p. 25-51-
dc.identifier.issn1479-3679-
dc.identifier.urihttp://hdl.handle.net/10722/244154-
dc.description.abstractPurpose - The chapter explores the newly launched Teacher Certification Examinations (TCEs) in one of the post-Soviet countries, Georgia, and describes the experiences and perceptions of Georgian teachers going through the process of teacher certification. The qualitative study develops an in-depth understanding of the perceived strength and weaknesses of TCE in Georgia. Methodology - This case study was carried out in the spring of 2012 in 17 Georgian schools. School teachers and school principals from public and private schools were interviewed. A convenience sampling technique was used to recruit all participants. In addition to data obtained from research participants, various policy documents, laws on general education, minister's decrees, and statistical databases are analyzed and incorporated into the study. Findings - The data analyses showed that while the certification policy, in some way, increased teachers' social status and prestige in the society, it failed to meet teachers' expectations regarding remuneration policy and professional development opportunities. The TCE, without an adequate compensation policy as well as other types of incentives to increase teacher motivation, creates only a technical threshold for teachers to obtain a teacher certificate to secure jobs, rather than being a catalyst for a genuine professional development opportunity. Value - The study is the first attempt to empirically examine the teacher certification process in Georgia, thus it fills a knowledge gap that exists in the field. The Georgian TCE is the first TCE in south Caucasus; thus, the study of the implementation and outcomes of the Georgian reform provides a unique opportunity for the region and for the rest of the developing world to learn from the successes and failures of the reform process. Copyright © 2013 by Emerald Group Publishing Limited.-
dc.languageeng-
dc.relation.ispartofInternational Perspectives on Education and Society-
dc.subjectPost-Soviet countries-
dc.subjectTeacher certification policy-
dc.subjectTeacher compensation-
dc.subjectTeacher perceptions-
dc.subjectTeacher professional development-
dc.titleTeacher certification examinations in georgia: Outcomes and policy implications-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1108/S1479-3679(2013)0000019007-
dc.identifier.scopuseid_2-s2.0-84886691487-
dc.identifier.volume19-
dc.identifier.spage25-
dc.identifier.epage51-

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