Evaluation Of Teacher Education Programs Research Articles

Using Think-Alouds for Response Process Evidence of Teacher Attentiveness

ABSTRACT There is a need for assessment items that assess complex constructs but can also be efficiently scored for evaluation of teacher education programs. In an effort to measure the construct of teacher attentiveness in an efficient and scalable manner, we are using exemplar responses elicited by constructed-response item prompts to develop selected-response assessment items. Through analyses of think-aloud interview data, this study examines the alignment between participant responses to, and scores arising from, the two item types. The interview protocol was administered to 12 mathematics teachers and teacher candidates who were first presented a constructed-response version of an item followed by the selected-response version of the same item stem. Our analyses focus on the alignment between responses and scores for eight item stems across the two item types and the identification of items in need of modification. The results have the potential to influence the way test developers generate and use response process evidence to support or refute the assumptions inherent in a particular score interpretation and use.

Evaluating English Teacher Education Programs in Indonesian Tertiary Education: A Proposed Model

Numerous research studies on language program evaluation in many countries, for instance, Turkey (Uysal, 2012), Taiwan (Chang, 2010), Bangladesh (Rahman, 2007), Saudi Arabia (Liton, 2013) have yielded valuable ideas and insights in improving the quality of language programs. Those research studies have also expanded the plethora of discussion and have tested many ‘untested’ thoughts in the area of language program evaluation. Nonetheless, similar studies have not been researched much far in the Indonesian education context. The present study aims to describe the importance of English teacher education program evaluation. Also, the study aims to explore a suitable evaluation model in evaluating English teacher education programs, particularly in the Indonesian tertiary education context. The findings of the study found Peacock's (2009) model as a potential evaluation model to apply in evaluating English teacher education programs. These are based on at least three following grounds: suitable to the needs and environment of English teacher education in Indonesia, reliable and informative evaluation, and thorough involvement of the inner circle stakeholders. The study concludes that if an evaluation is conducted properly, then it has the potential to improve the quality of English language teachers training programs.

Adopting the edTPA: Cross-Systems Processes and Decisions in Wisconsin

Adoption of the edTPA as part of new teacher licensing and/or program approval requirements has created heated discussions among teacher educators. Among the discussion topics is the supposition that state-level bureaucrats have been the sole source of the decision to require the edTPA, with little input from the preparation programs. This article describes how a university–state agency workgroup, in response to administrative code requirements, investigated various performance measures, identified and discussed many of the controversies, and then recommended adoption of the Teacher Performance Assessment (TPA/edTPA) to fulfill two assessment roles: (a) candidate licensing and (b) teacher education program evaluation. Also included is a discussion of the factors that led to the associated decisions.

Key Stakeholders’ Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran

Abstract Recently, teacher training courses have attracted the researchers’ special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness of TEFL teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. To this end, 62 pre-service teachers, 48 in-service teachers, and 28 teacher educators filled out the Foreign Language Teacher Education Program Evaluation questionnaire adapted from Peacock (2009). The results of ANOVA tests indicated that the pre-service teachers and teacher educators found courses with literary strands less relevant to English language teaching and believed that those courses should be modified or replaced by teaching more knowledge-building or knowledge-applying subjects. In addition, the in-service teachers harboured a negative perspective towards the courses which were not practical in the real classroom setting and considered them less empowering. All three groups found teaching-related courses, such as teaching methodology, of more sustainable nature and useful in the real teaching context. Besides, the participants believed that it is essential for the universities to incorporate several practical courses including practicum and classroom observations within the curriculum. This study suggests that accommodating key stakeholders’ preferences in a teacher education programs could lead to crafting more accountable and empowering teacher education programs.

A Thematic Review of Preservice Teacher Education Research in Turkey and Reflections of Teacher Education Policies

Purpose of this study is to examine trends in preservice teacher education research in Turkey in terms of topic, purpose and method through thematic content analysis and to evaluate the trends in terms of teacher education policies. To this end, 479 articles related to preservice teacher education and published in three rooted journals since 1970 were examined. According to the results, nine themes were extracted and the most widely studied topics were identified as: subject and pedagogical knowledge and attitudes of teacher candidates, evaluation of teacher education program or its components, effects of instructional methods/approaches, information and communication technologies in teacher education and teacher education institutions. Quantitative paradigm is still dominant but an increase in qualitative and mixed studies has been observed since 2000. In terms of policies, problems expressed in the studies prior to 1997 were the issues leading to the 1997 restructuring reform. From this point of view, it can be inferred that these studies might have fed the 1997 reform. On the other hand, after 1997, the studies examined the results and effects of the 1997 restructuring and the 2006 revision reforms; for this reason, it is implied that the policies might have given direction to the studies conducted in this period of time.

Is American Teacher Education Fully Up to the Common Core Requirements?

This narrative considers how well equipped today's teacher education students and faculty are to meet the demands of the new Common Core State Standards. Data from the Teacher Education Accreditation Council's national evaluation of teacher education programs gives a mixed picture that, while mostly encouraging, also reveals that some future teachers, current teacher education faculty, and cooperating teachers have misguided and worrisome views of their subject matter and pedagogy.

Teacher Education Program (B. Ed) in SAARC Countries

The objective of the study was to evaluate the present Pre-service Elementary Teacher Education Programs (B. Ed & equivalents) of SAARC Countries to reveal innovative ideas, which may be adopted and adapted in other countries including Pakistan. Reference books, journals, research papers, Encyclopedias of education, yearbooks, national educational policies, internet and such other resources were consulted to have an insight of these nations, their system of education and to retrieve salient features of a good Pre-service Elementary Teacher education program. Questionnaire named as “Questionnaire for Elementary Teacher Education program evaluation” was prepared, preened after pilot study at provincial capitals of Pakistan and presented to a team of local and foreign experts. Semi-structured interviews were also conducted to increase the quality and quantity of responses. In the light of high majority opinions criterion component were finalized. These components in the form of question were sent to the SAARC countries through the relevant Embassies, graduate facilitators, who on my behalf collected data. Collected data was sorted out and matched with the already developed criteria. Result revealed that Indian system of Teacher Education matches the criteria most. Pakistan has many mismatches but Elementary Teacher Education Program offered by the University of Education, Lahore and its associated colleges is bridging this gap successfully. Bhutan, Bangladesh and Maldives are showing improvements. The experiments of Sri Lanka & Nepal have many lessons to learn.

How Far Is Georgia?: New Jersey's Teachers of Italian Evaluate Their Preparation

Abstract: This study examined the professional preparation of Italian teachers in New Jersey through the lens of Cooper's (2004) investigation in Georgia, which determined how K‐12 foreign language teachers perceived and evaluated the effectiveness of their professional preparation. Unfortunately, however, that report did not have an Italian representation. In view of the undeniable presence of Italian in New Jersey, this replicate study attempts to ascertain the degree to which the perceptions and evaluations of teachers of Italian in New Jersey were similar to those of foreign language teachers in Georgia and to determine if there were specific findings that could be considered distinctive to Italian programs. The present study had 37 participants, all current teachers of Italian, 75% of whom had received certification in New Jersey. The survey they completed was based on 40 of the 42 questions asked to foreign language teachers in Georgia, and included several additional items such as level taught, second field certification, and place of certification. The quantitative findings for Italian teachers in New Jersey and foreign language teachers in Georgia were consistent in terms of participants' evaluation of teacher education programs and their teaching competencies. Additionally, in their responses to the open‐ended questions, participants echoed many of the observations about foreign language teacher education programs outlined by Cooper (2004). However, Italian teachers in New Jersey also expressed concern about the following specific aspects of teacher preparation: (1) observe Italian classes, (2) work with mentors who help “fill‐the‐gaps” left by the programs, (3) participate in intensive language programs and methodology workshops (offered by some out‐of‐state programs), (4) participate in and network at conferences and in‐service workshops, and (5) become members of relevant associations.

Teacher education program evaluation: an annotated bibliography and guide to research

Teacher education program evaluation: an annotated bibliography and guide to research

Naturalistic inquiry applied to the evaluation of a teacher education program

A team of six teacher educators (in addition to the authors, other team members are Susan Peters, Michigan State University; Ginger Fisher, Holy Family College, Philadelphia; and Tom skrtic, University of Kansas) was invited to evaluate an innovative teacher education program which has merged elementary and special educatin into one major. Naturalistic inquiry methodology was employed to evaluate the program. This paper (a) presents a theoretical and philosophical discussion of naturalistic inquiry and differentiates it from quantitative methodology, (b) takes the reader through the entire naturalistic evaluation process from the initial site visit through the writing of the case study and the audit, (c) provides a brief description of the organization of the case study and a limited discussion of the major findings, and (d) discusses implications of naturalistic inquiry as they apply to this particular study and to evaluation of teacher education programs in general.

Materials on Evaluation of Teacher Education Programs in the ERIC Database

Materials on Evaluation of Teacher Education Programs in the ERIC Database

A Center for Teacher Education Program Evaluation

A Center for Teacher Education Program Evaluation

A center for teacher education program evaluation

A center for teacher education program evaluation

A Status Report of Teacher Education Program Evaluation

A Status Report of Teacher Education Program Evaluation

Component in Assessing Teacher Education Programs

Principals bring a valuable perspective to the evaluation of teacher education programs, according to these writers.

Needed: Systematic Evaluation of Teacher Education Programs

Needed: Systematic Evaluation of Teacher Education Programs

Measuring Beginning Teachers' Satisfaction with Their Pre-Professional Training

By deleting items loading on 2 or more factors, a 36-item Teacher Education Program Evaluation scale was reduced to 25 items with loadings on single factors. Factor analysis of the responses of 161 beginning elementary teachers revealed five factors accounting for 66.5% of total variance. Confirmatory factor analysis of responses from 178 beginning secondary teachers resulted in a similar five-factor solution accounting for 65.4% of the variance. Coefficients of congruence for the two samples ranged from .83 to .97. Reliability estimates for the subscales ranged from .79 to .91 for elementary teachers and from .67 to .93 for secondary teachers. The Personal Development factor discriminated 1969 graduates from 1974 graduates of a competency-based program featuring human relations training, more field experiences, and a team approach.

The evaluation of teacher education programs: Conceptual dimensions and implications from research

The evaluation of teacher education programs: Conceptual dimensions and implications from research

Building a system for the evaluation of teacher education programs

Building a system for the evaluation of teacher education programs

The Evaluation of Teacher Education Programs in Physical Education

The Evaluation of Teacher Education Programs in Physical Education