Using Type To Prepare or Develop Teachers for Poor Urban Areas.

Autor/in	Ryan, Patricia M.
Titel	Using Type To Prepare or Develop Teachers for Poor Urban Areas.
Quelle	(1999), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Elementary Secondary Education; Higher Education; Knowledge Base for Teaching; Poverty; Preservice Teacher Education; Teacher Characteristics; Teacher Evaluation; Teacher Qualifications; Teachers; Teaching Skills; Urban Schools; Myers Briggs Type Indicator; Praxis Series + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Armut; Lehramtsstudiengang; Lehrerausbildung; Teacher appraisal; Lehrerbeurteilung; Lehrqualifikation; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This paper reviews current literature about three tools used by teacher education programs and school districts to assess teacher candidate quality. It presents a matrix which aligns the underlying dimensions of teacher knowledge, dispositions, and skills for the STAR Teacher Interview, the Teacher Perceiver Interview, and the Praxis III Teacher Performance Assessment. The Star Teacher Interview emphasizes the following characteristics: persistence; promoting learning; putting theory into practice; approach to at-risk students; professional versus personal orientations to students; burnout; and fallibility. The Teacher Perceiver Interview emphasizes mission, investment, focus, empathy, rapport drive, listening, objectivity, individual perception, input drive, activation, innovation, and Gestalt. The Praxis III Teacher Performance Assessment emphasizes organizing content for student learning, creating an environment for student learning, teaching for student learning, and teacher professionalism. The paper analyzes the relationship between what is known about teacher characteristics and these instruments. It presents overviews of the tools, along with a matrix that indicates similarities and differences in the constructs underlying the tools and the Myers Briggs Type Indicator (MBTI). There is ample crossover of the criteria established by each of the teacher selection instruments. Regarding the MBTI, it is apparent that preferences are represented. (Contains 26 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC