Unpacking the Data: An Analysis of the Use of Danielson's (2007) "Framework for Professional Practice" in a Teaching Residency Program

Autor/inn/en	Roegman, Rachel; Goodwin, A. Lin; Reed, Rebecca; Scott-McLaughlin, Randolph M., II
Titel	Unpacking the Data: An Analysis of the Use of Danielson's (2007) "Framework for Professional Practice" in a Teaching Residency Program
Quelle	In: Educational Assessment, Evaluation and Accountability, 28 (2016) 2, S.111-137 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-015-9228-3
Schlagwörter	Teacher Education Programs; Mixed Methods Research; Teacher Evaluation; Student Teaching; Student Teacher Evaluation; Cooperating Teachers; Student Teachers; Student Teacher Supervisors; Scores; Stakeholders; Teaching Methods; Reliability; Validity; Feedback (Response); Student Teacher Attitudes; Performance Based Assessment + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Teaching practice; Unterrichtspraxis; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode; Reliabilität; Gültigkeit; Leistungsermittlung
Abstract	This mixed methods study examines one teacher preparation program's use of Danielson's 2007 "Framework for Professional Practice," with an emphasis on how different stakeholders in the traditional student teaching triad rated student teachers, called residents, and justified their ratings. Data sources include biannual self-assessments of each resident as well as assessments by the residents' cooperating teachers and university supervisors based on the Framework, including both a numerical score for each of the 22 indicators and a written justification for the highest and lowest scores in each of the four domains. Findings show significant differences in terms of how stakeholders are rating residents' teaching practice. The variation in scores and rationales raises questions about the reliability and validity of the results of the Framework for use as a tool to evaluate student teachers. Implications for practice include the need to consider multiple and potentially conflicting roles, such as that of providing feedback while also evaluating student teachers. In addition, we consider the costs and benefits of more extensive training around the Framework within teacher preparation, if a lack of expertise with the rubric was the cause for the variation. Finally, we consider implications for student teachers around the different messages they may be receiving about what it means to learn to teach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01