Examining the Validity of a Student Teaching Evaluation Instrument

Autor/inn/en	Hylton, Sarah P.; Joseph, Jacob D.; Ward, Thomas J.; Gareis, Christopher R.
Titel	Examining the Validity of a Student Teaching Evaluation Instrument
Quelle	In: Teacher Educators' Journal, 15 (2022) 1, S.77-101 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Teaching; Test Validity; Evaluation Methods; Teacher Competencies; Rating Scales; Teaching Skills; Professionalism; Teacher Education; Cooperating Teachers; Supervisors; Student Teachers + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Testvalidität; Lehrkunst; Rating-Skala; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Professionalität; Lehrerausbildung; Lehrerbildung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	This study examines the validity of a student teaching evaluation instrument used in a teacher preparation program. Grounded in research-based conceptualizations of teaching and aligned to standards from relevant professional associations, the instrument is used to evaluate teacher candidates during their student teaching experience. To determine the instrument's validity, we used exploratory factor analysis and structural equation modeling to study responses from cooperating teachers, university supervisors, and student teachers. Findings partially confirm the validity of the instrument and indicate that the 30 competencies of the instrument comprise an invariant structure of four domains: planning, onstage teaching, assessment, and professionalism. Implications include instrument revision, the need for rater training, and further exploration of curricular alignment. (As Provided).
Anmerkungen	Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11