Pub Date : 2021-09-28DOI: 10.1080/10476210.2021.1978967
Sandra Jederud, Johannes Rytzler, P. Lindqvist
ABSTRACT In this article, mentors’ perceptions of paired practicum in initial teacher education in Sweden are studied. Taking the mentors’ perspective, we describe the potentials and the pitfalls of paired practicum. The pros and cons of the model are analyzed from a perspective of learning the vocation of teaching as a two-sided endeavor. Inspired by a modified Aristotelian perspective, we use the terms participant knowledge and spectator knowledge to conceptualize the learning of two different forms of knowledge. Qualitative data were gathered through interviews with five mentors and analyzed using an abductive process. The analysis reveals that paired practicum facilitates a potential for learning mainly a distanced and propositional spectator knowledge while the learning of a contextual and practical participant knowledge seems to be obstructed. For instance, paired practicum seems to prolong the peripheral position of the students and their opportunities to gain participatory knowledge. Results also show that there is a discrepancy between the pedagogical intentions of paired practicum and the concrete possibilities for realizing these in practice. The limitations of the paired practicum model, and how these can be overcome, both at individual and organizational level, are highlighted.
{"title":"Learning to teach as a two-sided endeavor: mentors’ perceptions of paired practicum in initial teacher education","authors":"Sandra Jederud, Johannes Rytzler, P. Lindqvist","doi":"10.1080/10476210.2021.1978967","DOIUrl":"https://doi.org/10.1080/10476210.2021.1978967","url":null,"abstract":"ABSTRACT In this article, mentors’ perceptions of paired practicum in initial teacher education in Sweden are studied. Taking the mentors’ perspective, we describe the potentials and the pitfalls of paired practicum. The pros and cons of the model are analyzed from a perspective of learning the vocation of teaching as a two-sided endeavor. Inspired by a modified Aristotelian perspective, we use the terms participant knowledge and spectator knowledge to conceptualize the learning of two different forms of knowledge. Qualitative data were gathered through interviews with five mentors and analyzed using an abductive process. The analysis reveals that paired practicum facilitates a potential for learning mainly a distanced and propositional spectator knowledge while the learning of a contextual and practical participant knowledge seems to be obstructed. For instance, paired practicum seems to prolong the peripheral position of the students and their opportunities to gain participatory knowledge. Results also show that there is a discrepancy between the pedagogical intentions of paired practicum and the concrete possibilities for realizing these in practice. The limitations of the paired practicum model, and how these can be overcome, both at individual and organizational level, are highlighted.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"454 - 469"},"PeriodicalIF":1.6,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42858247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-26DOI: 10.1080/10476210.2021.1978968
Sandra Becker, M. Jacobsen
ABSTRACT This article presents findings from a design-based research study that investigated curriculum implementation in a makerspace with a grade six teacher and her class over the course of one year. In comparing the figured worlds of classroom and makerspace, the authors explore through the examples of three students and the teacher how they each adopted personal improvisations from the makerspace into the culture of the classroom, leading to developments in agency and identity on the part of all. In particular, by engaging in collaborative design-based research, the teacher was able to embrace the iterative, collaborative, risk-taking nature of maker culture, which led her to rethink and transform her teaching practice. Findings suggest that the makerspace serves as a specialized learning environment in which teachers can prototype inquiry-based approaches to curricular learning.
{"title":"A year at the improv: the evolution of teacher and student identity in an elementary school makerspace","authors":"Sandra Becker, M. Jacobsen","doi":"10.1080/10476210.2021.1978968","DOIUrl":"https://doi.org/10.1080/10476210.2021.1978968","url":null,"abstract":"ABSTRACT This article presents findings from a design-based research study that investigated curriculum implementation in a makerspace with a grade six teacher and her class over the course of one year. In comparing the figured worlds of classroom and makerspace, the authors explore through the examples of three students and the teacher how they each adopted personal improvisations from the makerspace into the culture of the classroom, leading to developments in agency and identity on the part of all. In particular, by engaging in collaborative design-based research, the teacher was able to embrace the iterative, collaborative, risk-taking nature of maker culture, which led her to rethink and transform her teaching practice. Findings suggest that the makerspace serves as a specialized learning environment in which teachers can prototype inquiry-based approaches to curricular learning.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"1 - 18"},"PeriodicalIF":1.6,"publicationDate":"2021-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48413977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-18DOI: 10.1080/10476210.2021.1960963
Ahmadreza Eghtesadi Roudi
ABSTRACT Teaching motivations have recently received wide research attention. The FIT-Choice model (Factors Influencing Teaching Choice) comprising different motivations and perceptions of teaching has been used in different countries to research teaching motivations. In this study, using a valid Persian language version of the FIT-Choice scale, motivations, and perceptions of the teaching of 527 Iranian student teachers were studied. Results showed that some sub-constructs of the FIT-choice model changed or merged with the Iranian sample. The sacredness of the teaching job, which was added to the scale as a separate motivation, did not form a new kind of motivation and was merged with social contribution motivation. In the new structure, social/spiritual function and ability-intrinsic value were the highest motivations, while time for family, and fallback career were the lowest motivations. Moreover, although student teachers viewed teaching as a difficult, poorly-paid job that requires expertise, they were satisfied with their choice of teaching. Results also showed that male and female, science and non-science, and undergraduate and graduate teacher education candidates had different motivations and perceptions.
{"title":"Why to become a teacher in Iran: a FIT-choice study","authors":"Ahmadreza Eghtesadi Roudi","doi":"10.1080/10476210.2021.1960963","DOIUrl":"https://doi.org/10.1080/10476210.2021.1960963","url":null,"abstract":"ABSTRACT Teaching motivations have recently received wide research attention. The FIT-Choice model (Factors Influencing Teaching Choice) comprising different motivations and perceptions of teaching has been used in different countries to research teaching motivations. In this study, using a valid Persian language version of the FIT-Choice scale, motivations, and perceptions of the teaching of 527 Iranian student teachers were studied. Results showed that some sub-constructs of the FIT-choice model changed or merged with the Iranian sample. The sacredness of the teaching job, which was added to the scale as a separate motivation, did not form a new kind of motivation and was merged with social contribution motivation. In the new structure, social/spiritual function and ability-intrinsic value were the highest motivations, while time for family, and fallback career were the lowest motivations. Moreover, although student teachers viewed teaching as a difficult, poorly-paid job that requires expertise, they were satisfied with their choice of teaching. Results also showed that male and female, science and non-science, and undergraduate and graduate teacher education candidates had different motivations and perceptions.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"434 - 453"},"PeriodicalIF":1.6,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47717584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-17DOI: 10.1080/10476210.2021.1948989
Sandra Chang-Kredl, Julie C. Garlen, D. Sonu, Lisa Farley
ABSTRACT This study draws from theories of attachment to examine prospective teachers’ reflections on the role of the parent in their childhood memories in shaping the imagination of their future selves. As part of a larger qualitative study, we collected and analyzed the memory narratives of teacher candidates and undergraduate students preparing to work with children, and selected 53 of the 116 narratives that featured parents. These memories demonstrate three ways in which parents figured into the participants’memories and reflections on their motivations to work with children: 1) as supportive role models, 2) as catalysts of sympathy for children whom teachers imagine as lacking the privileges their own parents provided, and 3) as spurs for empathy towards children whom they identify with as experiencing challenging situations. In each case, the participant created an internal working model of the child-adult relationship in their memory and imagined themselves taking up a parallel role as the adult in a future child-adult relationship. As teacher educators concerned with the identity work of preservice teachers, our findings highlight the importance of critically exploring childhood memories of parents as models for the teacher-child relationship.
{"title":"‘Models of possible selves: teachers’ reflections on childhood memories of parents’","authors":"Sandra Chang-Kredl, Julie C. Garlen, D. Sonu, Lisa Farley","doi":"10.1080/10476210.2021.1948989","DOIUrl":"https://doi.org/10.1080/10476210.2021.1948989","url":null,"abstract":"ABSTRACT This study draws from theories of attachment to examine prospective teachers’ reflections on the role of the parent in their childhood memories in shaping the imagination of their future selves. As part of a larger qualitative study, we collected and analyzed the memory narratives of teacher candidates and undergraduate students preparing to work with children, and selected 53 of the 116 narratives that featured parents. These memories demonstrate three ways in which parents figured into the participants’memories and reflections on their motivations to work with children: 1) as supportive role models, 2) as catalysts of sympathy for children whom teachers imagine as lacking the privileges their own parents provided, and 3) as spurs for empathy towards children whom they identify with as experiencing challenging situations. In each case, the participant created an internal working model of the child-adult relationship in their memory and imagined themselves taking up a parallel role as the adult in a future child-adult relationship. As teacher educators concerned with the identity work of preservice teachers, our findings highlight the importance of critically exploring childhood memories of parents as models for the teacher-child relationship.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"372 - 386"},"PeriodicalIF":1.6,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49666749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-19DOI: 10.1080/10476210.2021.1951198
R. Keamy, Mark Selkrig
ABSTRACT The mandated introduction of a teaching performance assessment (TPA) into initial teacher education programs in Australia is one of the numerous and continual reforms that have impacted those who work in the field. The Assessment for Graduate Teaching (AfGT) is an approved TPA developed by a national consortium of higher education institutions to determine the ‘classroom readiness’ of graduating teachers. Surveys and focus group discussions were conducted with stakeholder groups to explore their experiences of trialling and implementing the AfGT. Initial teacher educators identified several aspects related to implementation that had impacted the ways they work, which included experiencing an increased workload. A semi-fictionalised narrative in the form of a readers’ theatre script was developed to weave initial teacher educators’ accounts together in an anonymised yet believable fashion for presentation at a research conference. The resultant script provides illustrations of the changing and complex nature of teacher educators’ work because of the introduction of the AfGT, and when considered through the theory of practice architectures, it becomes evident that practice traditions are also interrupted.
{"title":"Interrupting practice traditions: using readers’ theatre to show the impact of a nationally mandated assessment task on initial teacher educators’ work","authors":"R. Keamy, Mark Selkrig","doi":"10.1080/10476210.2021.1951198","DOIUrl":"https://doi.org/10.1080/10476210.2021.1951198","url":null,"abstract":"ABSTRACT The mandated introduction of a teaching performance assessment (TPA) into initial teacher education programs in Australia is one of the numerous and continual reforms that have impacted those who work in the field. The Assessment for Graduate Teaching (AfGT) is an approved TPA developed by a national consortium of higher education institutions to determine the ‘classroom readiness’ of graduating teachers. Surveys and focus group discussions were conducted with stakeholder groups to explore their experiences of trialling and implementing the AfGT. Initial teacher educators identified several aspects related to implementation that had impacted the ways they work, which included experiencing an increased workload. A semi-fictionalised narrative in the form of a readers’ theatre script was developed to weave initial teacher educators’ accounts together in an anonymised yet believable fashion for presentation at a research conference. The resultant script provides illustrations of the changing and complex nature of teacher educators’ work because of the introduction of the AfGT, and when considered through the theory of practice architectures, it becomes evident that practice traditions are also interrupted.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"419 - 433"},"PeriodicalIF":1.6,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2021.1951198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49074643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-13DOI: 10.1080/10476210.2021.1948990
Lesley N. Siegel, Kristina M. Valtierra
ABSTRACT Despite a growing population of students being served in Alternative Education Settings (AES) and a severe teacher shortage in AES, most traditional teacher preparation programs do not specifically address teaching in alternative settings. Unsurprisingly, teachers in these settings report being inadequately prepared to meet the complex needs of students with significant behavioral challenges. Moreover, when behaviorally challenged students exit AES, they are often at a greater social and academic disadvantage than when they enrolled. This grounded theory study followed three groups (N = 40) of teacher candidates as they completed fieldwork in one of five AES as part of a special education course at a large public university in South-eastern Pennsylvania. Analysis of teacher candidates' field journals suggested an emerging theory of ‘alternative education settings as non-schools.’ For these teacher candidates, familiar structures for teaching, learning, and behaviour did not apply in AES, thus delegitimizing AES as schools.
{"title":"Disrupting their frame of reference: teacher candidates in alternative education settings","authors":"Lesley N. Siegel, Kristina M. Valtierra","doi":"10.1080/10476210.2021.1948990","DOIUrl":"https://doi.org/10.1080/10476210.2021.1948990","url":null,"abstract":"ABSTRACT Despite a growing population of students being served in Alternative Education Settings (AES) and a severe teacher shortage in AES, most traditional teacher preparation programs do not specifically address teaching in alternative settings. Unsurprisingly, teachers in these settings report being inadequately prepared to meet the complex needs of students with significant behavioral challenges. Moreover, when behaviorally challenged students exit AES, they are often at a greater social and academic disadvantage than when they enrolled. This grounded theory study followed three groups (N = 40) of teacher candidates as they completed fieldwork in one of five AES as part of a special education course at a large public university in South-eastern Pennsylvania. Analysis of teacher candidates' field journals suggested an emerging theory of ‘alternative education settings as non-schools.’ For these teacher candidates, familiar structures for teaching, learning, and behaviour did not apply in AES, thus delegitimizing AES as schools.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"387 - 403"},"PeriodicalIF":1.6,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2021.1948990","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48360898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-05DOI: 10.1080/10476210.2021.1948991
M. Romanowski
ABSTRACT The Internationalization of Higher Education has led to uneasiness among non-US universities about their international reputation, ranking, and local legitimacy generating a growing interest in US accreditation. Specifically, non-US Colleges of Education pursue accreditation through the Council for the Accreditation of Educator Preparation (CAEP) to validate program quality, obtain positive recognition, and gain perceived benefits. This essay contends that under the facades of internationalization and quality assurance, CAEP uses four approaches to internationalization to replicate US teacher education programs outside US borders. The process legitimizes particular educational practices while simultaneously delegitimizing and rejecting local practices establishing teacher education programs that look and perform similar to US programs designed for an American setting. Discussion is provided that advances the conversation about IHE and accreditation including the unique consequences that emerge for non-US teacher education programs and the indigenous people and culture.
{"title":"Internationalization and CAEP accreditation: replicating US teacher education programs abroad","authors":"M. Romanowski","doi":"10.1080/10476210.2021.1948991","DOIUrl":"https://doi.org/10.1080/10476210.2021.1948991","url":null,"abstract":"ABSTRACT The Internationalization of Higher Education has led to uneasiness among non-US universities about their international reputation, ranking, and local legitimacy generating a growing interest in US accreditation. Specifically, non-US Colleges of Education pursue accreditation through the Council for the Accreditation of Educator Preparation (CAEP) to validate program quality, obtain positive recognition, and gain perceived benefits. This essay contends that under the facades of internationalization and quality assurance, CAEP uses four approaches to internationalization to replicate US teacher education programs outside US borders. The process legitimizes particular educational practices while simultaneously delegitimizing and rejecting local practices establishing teacher education programs that look and perform similar to US programs designed for an American setting. Discussion is provided that advances the conversation about IHE and accreditation including the unique consequences that emerge for non-US teacher education programs and the indigenous people and culture.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"404 - 418"},"PeriodicalIF":1.6,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2021.1948991","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43921392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-22DOI: 10.1080/10476210.2021.1920910
A. Badia, A. Clarke
ABSTRACT This study describes the practicum-mentors’ identity in a teacher education context based on Dialogical Self Theory (DST) and the related ‘position’ and ‘I-position’ concepts. Participants were 48 Spanish and Canadian primary and secondary teachers who participated via an online written survey. The data were analysed using qualitative and quantitative procedures. Findings show a comprehensive description of nine types of positions and twenty types of I-positions. Based on these categories, three clusters of practicum-mentors, which represent three different ways of being a mentor, were identified: (1) a collaborative partner focused on student-teacher (ST) professional development, including the design, and teaching of ST skills acquisition; (2) a collaborative partner focused on design, teaching, and assessment of ST skills acquisition, and (3) a coaching partner focused on teaching and individualised ST learning. The findings can promote closer collaboration between universities and schools concerning the design of more relevant professional development for mentors based on the three identified ways of being a mentor.
{"title":"The practicum-mentor identity in the teacher education context","authors":"A. Badia, A. Clarke","doi":"10.1080/10476210.2021.1920910","DOIUrl":"https://doi.org/10.1080/10476210.2021.1920910","url":null,"abstract":"ABSTRACT This study describes the practicum-mentors’ identity in a teacher education context based on Dialogical Self Theory (DST) and the related ‘position’ and ‘I-position’ concepts. Participants were 48 Spanish and Canadian primary and secondary teachers who participated via an online written survey. The data were analysed using qualitative and quantitative procedures. Findings show a comprehensive description of nine types of positions and twenty types of I-positions. Based on these categories, three clusters of practicum-mentors, which represent three different ways of being a mentor, were identified: (1) a collaborative partner focused on student-teacher (ST) professional development, including the design, and teaching of ST skills acquisition; (2) a collaborative partner focused on design, teaching, and assessment of ST skills acquisition, and (3) a coaching partner focused on teaching and individualised ST learning. The findings can promote closer collaboration between universities and schools concerning the design of more relevant professional development for mentors based on the three identified ways of being a mentor.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"355 - 371"},"PeriodicalIF":1.6,"publicationDate":"2021-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2021.1920910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46840199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-18DOI: 10.1080/10476210.2021.1909557
Janneke P. W. Sleenhof, M. Thurlings, M. Koopman, D. Beijaard
ABSTRACT This study focuses on teachers’ group decision making during Dutch allocation meetings. A previous interview study showed that teachers question the objectivity of decisions due to negative interaction experiences and a lack of structure during these meetings. To characterize the structure and interaction of these meetings, 33 student allocations were observed. Results showed a variety of structures and interactions, including differences in the degree to which the meetings met criteria relevant to achieving objective allocation decisions. It can be concluded that – based on the criteria of acceptance, fairness, and transparency as used in this study – allocation meetings need to be well-prepared and substantiated, to allow for every teacher’s opinion to be heard, and follow a procedure that is clear to everyone. In view of students’ future school careers, it is important to pay close attention to functional interaction and structured discussions that ensure transparent, acceptable and fair decision-making.
{"title":"The role of structure and interaction in teachers’ decision making during allocation meetings","authors":"Janneke P. W. Sleenhof, M. Thurlings, M. Koopman, D. Beijaard","doi":"10.1080/10476210.2021.1909557","DOIUrl":"https://doi.org/10.1080/10476210.2021.1909557","url":null,"abstract":"ABSTRACT This study focuses on teachers’ group decision making during Dutch allocation meetings. A previous interview study showed that teachers question the objectivity of decisions due to negative interaction experiences and a lack of structure during these meetings. To characterize the structure and interaction of these meetings, 33 student allocations were observed. Results showed a variety of structures and interactions, including differences in the degree to which the meetings met criteria relevant to achieving objective allocation decisions. It can be concluded that – based on the criteria of acceptance, fairness, and transparency as used in this study – allocation meetings need to be well-prepared and substantiated, to allow for every teacher’s opinion to be heard, and follow a procedure that is clear to everyone. In view of students’ future school careers, it is important to pay close attention to functional interaction and structured discussions that ensure transparent, acceptable and fair decision-making.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"33 1","pages":"332 - 354"},"PeriodicalIF":1.6,"publicationDate":"2021-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2021.1909557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48500550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/10476210.2019.1685485
Meghan A. Kessler
ABSTRACT This article examines teacher candidates’ perceptions of two performance-based evaluation tools during the student teaching semester (edTPA, Danielson Framework). In particular, I sought to understand how teacher candidates perceived the role of both tools in the teacher education landscape and the extent to which they perceived the tools to be supportive of or distracting from their learning and student teaching experience. The findings from this study suggest that, while distinct in construction, function, and application, the edTPA and Danielson Framework both carry the potential to distract from a student teaching experience. This potential is activated when candidates perceive the tool’s purpose to primarily be to measure, score, or rank their teaching. Furthermore, I argue that a measurement-focused approach to teacher evaluation, particularly at the preservice level, can have regulatory effects, diminishing the educative capacity of such tools.
{"title":"The regulatory effects of high-stakes accountability in preservice teacher evaluation","authors":"Meghan A. Kessler","doi":"10.1080/10476210.2019.1685485","DOIUrl":"https://doi.org/10.1080/10476210.2019.1685485","url":null,"abstract":"ABSTRACT This article examines teacher candidates’ perceptions of two performance-based evaluation tools during the student teaching semester (edTPA, Danielson Framework). In particular, I sought to understand how teacher candidates perceived the role of both tools in the teacher education landscape and the extent to which they perceived the tools to be supportive of or distracting from their learning and student teaching experience. The findings from this study suggest that, while distinct in construction, function, and application, the edTPA and Danielson Framework both carry the potential to distract from a student teaching experience. This potential is activated when candidates perceive the tool’s purpose to primarily be to measure, score, or rank their teaching. Furthermore, I argue that a measurement-focused approach to teacher evaluation, particularly at the preservice level, can have regulatory effects, diminishing the educative capacity of such tools.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"32 1","pages":"159 - 175"},"PeriodicalIF":1.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10476210.2019.1685485","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42512222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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