Cooperating Teachers' Evaluation of Accredited Teacher Education Programs

Autor/in	Murray, Frank B.
Titel	Cooperating Teachers' Evaluation of Accredited Teacher Education Programs
Quelle	In: Teacher Education and Practice, 26 (2013) 3, S.542-553 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Cooperating Teachers; Teacher Education Programs; Program Evaluation; Accreditation (Institutions); Student Teaching; Student Teachers; Teacher Competencies; Teacher Expectations of Students; Knowledge Level; Skill Analysis; Pedagogical Content Knowledge; Teaching Methods; Culturally Relevant Education; Ability; Teaching Skills; Educational Technology; Professional Development; Active Learning; Supervisory Training; Teacher Collaboration; Success; Achievement Rating; Student Evaluation + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Programme evaluation; Programmevaluation; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrkunst; Wissensbasis; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Fähigkeit; Fertigkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Unterrichtsmedien; Aktives Lernen; Lehrerkooperation; Erfolg; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Schulnote; Studentische Bewertung
Abstract	Cooperating teachers (n = 684) from 40 accredited programs rated the adequacy of their student teachers' competence and some features of the institution's student-teaching program. Their ratings were at the high end of a 5-point scale (4.0+) and showed that the teachers said that both their students and the program were more than adequate and often close to excellent with regard to the student teachers' knowledge and skill. The teachers' ratings of their own understanding of the program, the training they received, and their relationship with the program faculty were significantly lower but still in the adequate range of the inadequate-to-excellent scale. Those who reported that they were better trained and had a better understanding of the program were the most satisfied with the program students' knowledge and skill and their preparation for successful teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10