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| Autor/inn/en | Bryan, Carson; Quinlisk, Jon |
|---|---|
| Titel | Student Teacher Evaluation Must Reside in the Neutral World of Documented Behavior. |
| Quelle | , (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Competency Based Teacher Education; Criteria; Evaluation Methods; Microteaching; Performance Criteria; Student Evaluation; Student Teachers; Student Teaching; Teacher Interns |
| Abstract | Three problems have plagued the traditional methods of evaluation of student teachers: the imposition of a supervisor's philosophy on the student, semantic vagueness in a supervisor's checklist of a student's performance, and determining each student's level of achievement. Wheeling College revised its field-based secondary teacher preparation program to overcome these problems. The competencies of a master teacher were identified and became the goals of the students in the program. Each goal emphasized the student's developing his style of teaching and shaping his curriculum consistent with his philosophy and theory of learning, thus avoiding differing educational philosophies. Semantic vagueness was dealt with by identifying a progression of more demanding behaviors that culminate in each particular goal behavior. The final problem of determining each student's level of achievement was accomplished by providing tools to document student teacher performance (audio and video tapes, clinical supervision feedback) with the responsibility for utilizing these tools resting with the student teacher. (JA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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