Search results for: Mackisack Vivienne

This research addressed the question: What aspects of teacher candidates’ practice do we pay attention to when we are judging their readiness to teach? The findings suggest that there is broad agreement amongst the judges as to what the cues are in judging readiness to teach, that comparable weight is given to these cues and that judges use more than one type and source of evidence when making their decisions. The judges see multiple aspects of a teacher candidate’s performance as relevant to their decisions. The findings show that these participants were thoughtful and careful about how they made their decisions, used a range of evidence sources and types to back up their choices and could articulate what they thought was most important in teacher candidates’ performance.