Search results for: Skills

The importance of attention skills is explored in a new theoretical model of expert practice. The article describes a small-scale pilot study of experienced teachers of mathematics, based on this model. The study took place in England and raises issues about relationships between the different of knowledge that we see as constituting expert service.

The article reports that teacher educators recommend performance related assessments for teachers over standard tests. The study examined the relation between preservice teachers' scores on authentic measures and their scores on certification exams required by the state of Texas. The authentic measures of evaluation included scores on the Professional Attributes Questionnaire, which measures teachers' dispositions, and on Teaching Performance Portfolios which measure knowledge and skills. Scores on the Professional Roles and Responsibilities (PPR) and the Generalist Elementary Comprehensive (GEC) exams served as the measures for the high-stakes, minimum-competency tests. Findings indicate a significant relationship between the PAQ and both the PPR and the GEC exams. No significant relationship was found between the Teaching Performance Portfolios and either one of the state-mandated tests.

The study explores the use of portfolios for teacher education students. Findings revealed that the portfolio provides pre-service teachers with productive learning experiences which help them develop their library use, knowledge, skills, attitudes, personal traits, motivation to learn, interpersonal relationships and an information source.