Search results for: Contreras Ines
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Defining Content for Field-Based Coursework: Contrasting the Perspectives of Secondary Preservice Teachers and Their Teacher Preparation Curricula
This study examined changes and continuities in how secondary teacher preparation programs and preservice teachers conceptualized the content and sequence of field-based teacher preparation.
Updated: Nov. 17, 2011
Standards-Based Performance Assessment for the Evaluation of Student Teachers: A Consequential Validity Study
The study was conducted to evaluate the consequential validity of the instrument Samples of Teaching Performance (STP). The participants in the study were 20 supervisors and 62 student teachers from three elementary and five secondary teacher preparation programs in Chile. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process.
Updated: Mar. 22, 2011