State-Mandated Performance THEME Evaluation of Beginning Teachers

Implications for Teacher Educators Roberta M. Woolever

Datos Bibliográficos

ID4306259
AutoresRoberta M Woolever (University of North Carolina at Chapel Hill, autor de correspondencia)
Año1985
Volumen36
Número2
Páginas22-25
Fecha de publicación1985-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/002248718503600206
OpenAlexW2013822076
IdiomaEN
Citas recibidas1
Referencias citadas7

Generalizing from efforts in a number of states to mandate teacher excellence, Woolever creates a scenario describing what could happen as part of the efforts to "assure" quality teachers. Based on the scenario, three fundamental prob lems confronting teacher preparation program planners are outlined: (a) Can the elements of quality teaching be iden tified and reliably measured? (b) Can teacher educators minimize the hazards of a narrow definition of quality teach ing? and (c) Can the results of reflective inquiry and experimentation be incor porated into an assessment of student teaching? The author suggests some tentative answers and proposes possible preventative courses of action

Action (physics) · Epistemology · Excellence · Mandate · Mathematics education · Pedagogy · Physics · Political science · Quality (philosophy) · Sociology · State (computer science) · Teacher education · Teacher Preparation · Theme (computing) · Computer Science · Educational Assessment and Improvement · Law · Psychology · Teacher Education and Leadership Studies