Search results for: National standards
Page 1/3 25 items
Professional Dispositions of Teacher Candidates: Measuring Dispositions at a Large Teacher Preparation University to Meet National Standards
The current study reports the process by which one of the largest teacher preparation institutions in the Western U.S. assesses teacher candidates’ professional dispositions throughout their teacher preparation programs through the use of a survey developed by the university. The survey is completed by teacher candidates, mentor teachers, and supervising faculty. Results were analyzed using a Generalized Estimated Equations Model. Results indicated a slight increase in mean scores over time and mentor teachers rated students higher than the students rated themselves. No significant difference in mean scores was found between teacher candidates and supervising faculty. Reliability and validity of the instrument and results are discussed. Lastly, implications for the use of the Professional Dispositions Qualities (PDQ) instrument for accreditation purposes are discussed.
Updated: Oct. 20, 2021
This article aims to examine the field of teacher preparation in the current era of accountability and testing. The authors claim that policymakers try finding ways to improve teacher preparation, hence they use assessment tests. This article shows an evidence that teacher preparation is in the forefront in its use of outcome measures to gauge the effectiveness of its work. The authors suggest that nuanced use of these assessment measures, in ways that don’t over assume their validity, should be the approach taken as this innovation evolves.
Updated: May. 30, 2018
Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education
This study investigates the development of prospective elementary teachers’ practical knowledge of the Next Generation Science Standards (NGSSs) in the context of a science methods course and innovative field experience. The authors present three issues related to how prospective teachers viewed and utilized the standards: (a) prospective teachers perceived the standards as providing guidance for planning; (b) the participants can build practical knowledge for using the NGSS as a tool to self-assess the effectiveness of their instruction in relation to their students’ progress toward meeting the standards; and (c) the participants developed the belief that the standards were achievable for both themselves and their students.
Updated: Apr. 08, 2018
Grade-level Overlap and Standards Mismatch between Nationally Recognized Programs that Prepare Teachers for Grades PreK–3
This study has two purposes regarding programs accredited by the National Council for the Accreditation of Teacher Education (NCATE). First, the study examines what extent NCATE-recognized elementary teacher preparation programs, which have been approved by the Association for Child Education International (ACEI), prepares candidates to teach in grades PreK–3. Second, it investigates the grades that the National Association for the Education of Young Children (NAEYC) considers part of early childhood education. This analysis indicates that ACEI’s standards include far fewer references to terms that capture essential features of early instruction (e.g., family, community, and observation). Further, while the NAEYC’s standards refer to “self-regulation” four times and “play” eight times, the elementary standards mention neither term.
Updated: Jun. 11, 2017
“Slaying Ghosts in the Room:” Identity Contingencies, Teacher Licensure Testing Events, and African American Preservice Teachers
This study examined the subjective and social psychological ways African American test takers experience teacher licensure testing events. Findings illustrate how the licensure testing event can become a racialized experience for some participants through (a) interactions with test proctors and site administrators before and during examinations and (b) actions of other test takers that inadvertently signaled racial stereotypes about test preparation, intelligence, and character. Racialized experiences for participants were not based upon any specific test questions or content.
Updated: Aug. 31, 2016
This study examined the observed relationships between students’ technology use and the technologies and classroom environments that teachers arrange for them. The results warrant three areas of discussion: interpretation of the correlations, the observation process, and the use of the NETS in evaluation. The authors argue that educational planners need to be aware of these pedagogical pressures and relate them to their own priorities, since a technology implemented in response to one need may have unintended consequences. Furthermore, these observations provided several guidelines for observation practice.
Updated: Mar. 07, 2016
Reflexive Professionalism: Reclaiming the Voice of Authority in Shaping the Discourses of Education Policy
This article examines who counts as an “authority to speak” on professionalism in the educational field. This article uses Foucauldian archaeology as a rigorous method to examine the shaping of discourse and acknowledges other writers who have ventured into Foucault’s toolbox to borrow one or two of his gadgets. Then the archaeological method is utilised to overview significant voices of authority from the enunciative field of professionalism and professional standards, the latter now a key strategy globally for enhancing professionalism. The authors conclude by arguing that policy needs to utilise such trustworthy evidence by listening to teachers’ and academics’ voices for a “new” and “enacted” reflexive professionalism.
Updated: Jun. 17, 2015
The purpose of this study was to identify and explore the challenges that new secondary teachers experienced in the implementation of the Common Core State Standards (CCSS). The challenges include lack of preparedness for teaching CCSS, needs for understanding the CCSS language, the content in the standards, student learning, and the lack of resources. New teachers also reported challenges in collaboration with veteran teachers. They suggested that a collaborative learning community help them implement CCSS effectively. The collaboration should involve collaborative activities through peers, among school administration and teachers, online collaboration, and training workshops.
Updated: Apr. 30, 2015
To evaluate the impact of the emergent national teacher performance assessment (TPA) on student teachers (STs), this study examined a pilot implementation at one university in Washington State during Spring 2011. The findings reveal that there are some potential benefits to the TPA that may positively affect student and teacher learning. The finding show that STs report greater levels of reflection enabling them to better focus on student thinking. Similarly, university supervisors see the TPA as an opportunity to shift the analysis of teaching episodes to the ST, thereby developing more complex pedagogical thinking in teacher candidates.
Updated: Nov. 12, 2014
What – If Anything – Do Standards Do in Education? Topological Registrations of Standardising Work in Teacher Education
This article is interested in the doings of educational standards. Accordingly, the authors follow a strange and peculiar thing and traces how it gets to work in localised practices. Building on Bruno Latour’s exercises of socio-technical analysis, various modes to register and describe these practices are being put to the test.
Updated: Jul. 23, 2014