Search results for: Accountability

In this article, the author presents reflections and guidance concerning assessment literacy in teacher education. The author argues that assessment literacy consists of an individual’s understandings of the fundamental assessment concepts and procedures deemed likely to influence educational decisions. The author claims that accountability assessments have become the determiners of educator quality. Furthermore, the author argues that prospective teachers should understand educational assessment because of the potential of such testing to serve as a catalyst for improved instruction.

This study explores the developing professional identity of a new generation of teachers, largely educated during the growth era of ‘performative schooling’ of the 1990s.The article draws specifically on the English experience of reforms in the management of schools and teacher education. The author concludes that these teachers are aware of the potential conflicts between the demands of accountability and the desire for autonomy, but are generally comfortable with the balance they feel able to strike between these.

This article examines the intensification and complexity associated with modern accountability systems in education. The article then focuses on the politics of accountability embedded within efforts of Pennsylvania Department of Education to redesign the accreditation process for teacher education programs in Pennsylvania. The Pennsylvania case illustrates some of the ways in which proponents of accountability-based reform have framed the issues and used formal authority to move their agenda forward. However, these policy makers disregard a variety of well-known negative consequences faced by Pennsylvania's public schools, as well as the nature of the proposed solutions. This case study points toward the need for greater openness and cooperation in the policy process.

In this article, The authors identify half a dozen challenges that confront the schooling of children and youth and appeal for teacher educators to lead efforts to address each of these needs. The authors recommend that teacher educators should rethink continually the content of programmes, the way courses are delivered, the suitability of the clinical component and the student teaching experience, and the best ways to assess the impact of the programme.