Search results for: Supervisors
Page 3/3 24 items
Engaging with Faculty to Develop, Implement, and Pilot Electronic Performance Assessments of Student Teachers Using Mobile Devices
This paper discusses the development and implementation of a technology-supportedstudent teacher performance assessment that supports integration with a larger electronic assessment system. Of the 20 supervisors who were invited to the field test, 18 completed the survey and 8 participated in the focus group. Supervisors were overwhelmingly positive about the experience, the value of the updated assessments, and the ongoing plans to support field observations with mobile technologies. However, issues related to training, support, and trust loom largely for successful adoption, diffusion, and successful use of technology-supported assessments.
Updated: Oct. 27, 2009
Lost in Translation: Using Video Annotation Software to Examine How A Clinical Supervisor Interprets and Applies A State-Mandated Teacher Assessment Instrument
This case study examines the reasoning of a clinical supervisor as she assesses preservice teacher candidates with a state-mandated performance assessment instrument. The supervisor’s evaluations were recorded using video annotation software . The clinical supervisor was asked to annotate the teaching videotapes of three preservice teachers. Findings indicate that the clinical supervisor found it difficult to interpret rubric criteria, often made tenuous claims about candidates’ performance, and tended to require students to design lessons that were artificial demonstrations of mandated competencies.
Updated: Oct. 21, 2009
An Inquiry-Based Practicum Model: What Knowledge, Practices, and Relationships Typify Empowering Teaching and Learning Experiences for Student Teachers, Cooperating Teachers and College Supervisors?
The author explores an inquiry-based teaching/learning model involving diverse members of learning communities. A triad of cooperating teachers, student teachers, and a college supervisor engaged in ongoing discourse. The purpose of this discourse is to investigate the teacher–learner (expert–novice) reciprocity, school culture and social relations.
Updated: Jun. 08, 2009
Assessment for Learning to Teach: Appraisal of Practice Teaching Lessons by Mentors, Supervisors, and Student Teachers
Supporting student teachers in learning to teach is a collaborative effort by mentor teachers, teacher education supervisors, and student teachers. Each of the participants appraises effort and progress in learning to teach from different perspectives, however. This study explores how practice lessons are assessed by multiple raters. Triad members (51 participants in total) rated a particular teaching performance in a lesson given by the student teacher.
Updated: Mar. 26, 2009