Beginning Teacher Knowledge of General Principles of Teaching and Learning: A National Survey. The Praxis Series: Professional Assessments for Beginning Teachers.

Autor/inn/en	Reynolds, Anne; und weitere
Institution	Educational Testing Service, Princeton, NJ.
Titel	Beginning Teacher Knowledge of General Principles of Teaching and Learning: A National Survey. The Praxis Series: Professional Assessments for Beginning Teachers.
Quelle	(1992), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Beginning Teachers; Competence; Elementary Secondary Education; Job Analysis; Job Skills; Knowledge Base for Teaching; Learning; Licensing Examinations (Professions); Surveys; Teacher Certification; Teacher Educators; Teacher Evaluation; Teaching (Occupation); Test Construction; Praxis Series + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Kompetenz; Arbeitsanalyse; Produktive Fertigkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Lernen; Survey; Umfrage; Befragung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher appraisal; Lehrerbeurteilung; Teaching; Lehrberuf; Testaufbau
Abstract	A job analysis was conducted to define the knowledge domain of general principles of teaching and learning necessary for newly licensed (certified) teachers, regardless of grade level or subject, to perform in a competent manner. The results of the study are being used to develop test specifications for The Praxis Series: Professional Assessments for Beginning Teachers. An initial draft of the knowledge inventory was prepared by Educational Testing Service specialists. This draft was reviewed by a panel of teachers, teacher educators, administrators, and state officials. A revised draft of the inventory was then sent as a survey to educators who were asked to rate the knowledge statements on a five-point importance scale. Responses were received from 921 teachers, 422 teacher educators, 425 school administrators, and 53 state administrators. Of the 64 knowledge statements, 16 were problematic to one or more of the respondent groups. Before these statements could be used in test specifications, these knowledge areas will need written rationales. Without qualification, however, 75% (48) of the statements may be used in the development of test specifications. Ten tables present survey results and study findings. Nine appendixes present supplemental information about survey development and the inventory itself. (Contains 13 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC