Student Teaching Feedback and Evaluation: Results from a Seven-State Survey

Autor/inn/en	La Paro, Karen M.; Scott-Little, Catherine; Ejimofor, Anurika; Sumrall, Teressa; Kintner-Duffy, Victoria L.; Pianta, Robert C.; Burchinal, Margaret; Hamre, Bridget; Downer, Jason; Howes, Carollee
Titel	Student Teaching Feedback and Evaluation: Results from a Seven-State Survey
Quelle	In: Journal of Early Childhood Teacher Education, 35 (2014) 4, S.318-336 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2014.968297
Schlagwörter	State Surveys; Feedback (Response); Early Childhood Education; Student Teacher Attitudes; Program Evaluation; Teacher Education; Preschool Teachers; Child Development; Language Skills; Literacy; Evaluation Methods; Statistical Analysis; Florida; Kentucky; Maine; Nevada; North Carolina; Oklahoma; West Virginia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Programme evaluation; Programmevaluation; Lehrerausbildung; Lehrerbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kindesentwicklung; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Statistische Analyse
Abstract	Recent surveys have provided some guidance and recommendations for the student teaching component in early childhood teacher preparation, but specific information on the focus of supervision and evaluation of student teachers is limited. The current study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. The study collected data in areas such as which students receive feedback, how students are supervised and evaluated, and what types of assessment tools contribute to the evaluation. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult-child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions. Finally, the use of specific tools for evaluation varies across programs; about a quarter of programs surveyed use a published tool to evaluate student teachers. The majority of programs use an evaluation tool that is based on local, state, or national standards. Findings are discussed in terms of early childhood teacher preparation programs and the continuing discussions of recommendations for student teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10