Using Multiple Measures of Teaching Quality to Strengthen Teacher Preparation

Autor/inn/en	Kawasaki, Jarod; Quartz, Karen Hunter; Martínez, José Felipe
Titel	Using Multiple Measures of Teaching Quality to Strengthen Teacher Preparation
Quelle	In: Education Policy Analysis Archives, 28 (2020) 128, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kawasaki, Jarod) ORCID (Quartz, Karen Hunter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Evaluation; Teacher Effectiveness; Teacher Education Programs; Teaching (Occupation); Difficulty Level; Measurement Techniques; Accountability; Urban Schools; Student Teaching; Formative Evaluation; Data Use; Social Justice; Program Improvement; Elementary Secondary Education; Standards; California (Los Angeles) + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching; Lehrberuf; Schwierigkeitsgrad; Messtechnik; Verantwortung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching practice; Unterrichtspraxis; Soziale Gerechtigkeit; Standard
Abstract	We argue that teacher preparation programs considering approaches to assess teaching quality should choose measures that appropriately represent the complexity of teaching, have formative value in supporting teacher candidates develop as highly qualified teachers and consider the context, mission, and people that the program desires to serve. The authors are part of a research team working with an urban teacher residency program housed in a university's teacher education program. The increased focus on clinical experience and mandated accountability that accompany federal grants created a fertile space to experiment with different types of measures and data collection approaches, well beyond what is typical in traditional teacher education programs. In this essay, we discuss the philosophy and considerations that informed the selection of these measures in the program, and the processes that were followed to use this data in ways that consider the complexity of teaching and honor the value of data as a tool for program improvement. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01