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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2017
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| Accès en ligne: | https://eric.ed.gov/?id=ED593035 |
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| _version_ | 1867181922558410753 |
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| author | Crandall, Arlene B. |
| author_facet | Crandall, Arlene B. Crandall, Arlene B. |
| collection | Education Resources Information Center |
| contents | An Analysis of the CAEP Standards and edTPA Preservice Assessment System to Determine the Common Components and Disconnects between the Two Systems Crandall, Arlene B. Preservice Teachers Performance Based Assessment Preservice Teacher Education Faculty Development Models The purpose of the study is to examine the two components (CAEP accreditation standards, edTPA pre-service assessment) related to teacher development to determine the common components as well as the disconnects. The method of content analysis was used to complete the comparison. NVivo software was used to code the documents used in the study. The nodes developed from coding the document "What Teachers Should Know and Be Able to Do" (National Board for Professional Teaching Standards, 1989) were used to create the axial nodes to code the CAEP group of documents and edTPA group of documents. These documents were taken from the resource sections of the CAEP (www.caepnet.org) and the edTPA (www.edtpa.aacte.org/faq) websites. The researcher decided to use documents from those sections rather reviewing documents and making what could be arbitrary decisions about what documents to include in the analysis. The final analysis revealed a surprisingly large the number of disconnects in the rankings for the full documents as well as the individual propositions in NBPTS. The data suggested there is no clear shared view of the definition of quality teaching incorporated in the documents. This disconnect is also reflected in the research process. When researching to understand the field of teacher education the reading experience can be more like visiting the Tower of Babel than visiting a reference library. A conversation with many voices is productive for problem solving, but too many voices working on the same institutional improvement in a spontaneous manner can waste valuable time and resources and confuse the public. Imig and Imig (2005) suggest that the teacher preparation system needs to reflect on the clinical model for teacher preparation that was recommended by Learned in 1920 as a possible solution for the current concerns. Another solution to improve clarity within the field is the idea of resurrecting the model of teacher colleges. The goal of teacher colleges would be to focus the education of teachers and provide them the supports needed, rather than teacher education simply being a department on the campus of a multifaceted university. Recommendations for extensions of this research are also presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| format | Recurso educativo Open Access |
| id | eric_ED593035 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2017 |
| record_format | eric |
| spellingShingle | An Analysis of the CAEP Standards and edTPA Preservice Assessment System to Determine the Common Components and Disconnects between the Two Systems Crandall, Arlene B. Preservice Teachers Performance Based Assessment Preservice Teacher Education Faculty Development Models An Analysis of the CAEP Standards and edTPA Preservice Assessment System to Determine the Common Components and Disconnects between the Two Systems Crandall, Arlene B. Preservice Teachers Performance Based Assessment Preservice Teacher Education Faculty Development Models The purpose of the study is to examine the two components (CAEP accreditation standards, edTPA pre-service assessment) related to teacher development to determine the common components as well as the disconnects. The method of content analysis was used to complete the comparison. NVivo software was used to code the documents used in the study. The nodes developed from coding the document "What Teachers Should Know and Be Able to Do" (National Board for Professional Teaching Standards, 1989) were used to create the axial nodes to code the CAEP group of documents and edTPA group of documents. These documents were taken from the resource sections of the CAEP (www.caepnet.org) and the edTPA (www.edtpa.aacte.org/faq) websites. The researcher decided to use documents from those sections rather reviewing documents and making what could be arbitrary decisions about what documents to include in the analysis. The final analysis revealed a surprisingly large the number of disconnects in the rankings for the full documents as well as the individual propositions in NBPTS. The data suggested there is no clear shared view of the definition of quality teaching incorporated in the documents. This disconnect is also reflected in the research process. When researching to understand the field of teacher education the reading experience can be more like visiting the Tower of Babel than visiting a reference library. A conversation with many voices is productive for problem solving, but too many voices working on the same institutional improvement in a spontaneous manner can waste valuable time and resources and confuse the public. Imig and Imig (2005) suggest that the teacher preparation system needs to reflect on the clinical model for teacher preparation that was recommended by Learned in 1920 as a possible solution for the current concerns. Another solution to improve clarity within the field is the idea of resurrecting the model of teacher colleges. The goal of teacher colleges would be to focus the education of teachers and provide them the supports needed, rather than teacher education simply being a department on the campus of a multifaceted university. Recommendations for extensions of this research are also presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| title | An Analysis of the CAEP Standards and edTPA Preservice Assessment System to Determine the Common Components and Disconnects between the Two Systems |
| topic | Preservice Teachers Performance Based Assessment Preservice Teacher Education Faculty Development Models |
| url | https://eric.ed.gov/?id=ED593035 |