Beyond Minimum Competence: The Appraisal of Teaching Practice. A Proposal Submitted to the Teaching Practice Committee, Universiti Brunei Darussalam Faculty of Education, Brunei Darussalam, Southeast Asia.

Autor/in	Vezzuto, Lucy A.
Titel	Beyond Minimum Competence: The Appraisal of Teaching Practice. A Proposal Submitted to the Teaching Practice Committee, Universiti Brunei Darussalam Faculty of Education, Brunei Darussalam, Southeast Asia.
Quelle	(1992), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Check Lists; Elementary Secondary Education; Evaluation Methods; Foreign Countries; Grading; Higher Education; Minimum Competencies; Pass Fail Grading; Preservice Teacher Education; Program Development; Program Implementation; Student Educational Objectives; Student Teacher Evaluation; Student Teachers; Student Teaching; Teacher Competencies + Suchen Sie Ihr Suchwort? Checkliste; Ausland; Notengebung; Schulnote; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fundamentum; Mindestwissen; Lehramtsstudiengang; Lehrerausbildung; Programmplanung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lehrkunst
Abstract	This proposal focuses on the grading system used for preservice student teachers in the Faculty of Education's certificate and degree programs at Universiti Brunei Darussalam. A rationale for an appraisal system with finer delineations than the existing pass-fail system is presented. This rationale is based on the beliefs that standards of quality and excellence are not rewarded in the pass-fail system, outstanding performance is not recognized nor valued, and potential employers are not provided with a useful evaluation of preservice performance. Different views of teaching which determine the content and criteria of teaching performance evaluation are discussed, focusing on teaching as labor, craft, profession, and art. Major dimensions of teacher performance that should be evaluated are identified; these include quality of content taught, success in imparting and inspiring learning, mastery of professional skills, and ethics. A five-point grading system that reaches beyond minimum competence as a standard for student teaching performance is offered. A final evaluation instrument with profiles of performance based on the objectives of the Teaching Practice Program is included. The format of the final evaluation tool is a checklist and narrative, covering preparation, teaching performance, classroom interaction, professional competencies, and classroom curriculum areas. Implementation issues are considered. (Contains 35 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC