Dynamics of preservice teacher quality

Vagi, Robert; Pivovarova, Margarita; Barnard, Wendy

doi:10.1016/j.tate.2019.06.005

Cited by 28 publications

(17 citation statements)

References 59 publications

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“…Although the yearlong classroom teaching is characteristic of the teacher residency model, it has been applied in other types of programs to redesign the clinical experiences (Mourlam et al, 2019; Vagi et al, 2019). Compared with traditional student teaching, the yearlong residency is advantageous in aligning classroom teaching with relevant coursework, mobilizing university- and school-based knowledge in teacher learning, and empowering mentor teachers’ greater participation and responsibilities as hybrid teacher educators (Klein et al, 2013).…”

Section: Framing Literature and Conceptual Frameworkmentioning

confidence: 99%

Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana

Chu

2021

Journal of Teacher Education

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A growing body of research has identified teacher residency’s potentials for improving and sustaining preservice teacher learning through a stronger district–university partnership. Drawing on sensemaking perspectives on education policy implementation, this qualitative case study examines how a variety of university and district stakeholders make sense of and implement a state-mandated teacher residency in Louisiana. Findings reveal that stakeholders are primarily making sense of the residency in isolation, leading to incoherent understandings and varied implementation practices. Opportunities to improve stakeholders’ collective sensemaking and collaborative implementation and to optimize the benefits and potentials of teacher residency partnerships are discussed. This study has implications for teacher education policy implementation and continuous inquiry into the complexities of teacher preparation.

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Section: Framing Literature and Conceptual Frameworkmentioning

confidence: 99%

Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana

Chu

2021

Journal of Teacher Education

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“…Despite the use of observational evaluations in the clinical teaching context (American Association of Colleges for Teacher Education, 2018), there is little systematic evidence about whether these observations accurately distinguish between high and low performers. To our knowledge, only a handful of studies have incorporated PST observation scores, in which these scores were one of a number of other measures that signaled an underlying construct of PST quality (Henry et al, 2013;Vagi et al, 2019aVagi et al, , 2019b. Instead, research on observation scores is almost exclusively confined to the in-service context, focusing on the reliability and validity of these scores as well as their connection to labor market outcomes (e.g., Bacher-Hicks et al, 2019;Cohen & Goldhaber, 2016;Doherty & Jacobs, 2013;Grissom & Bartanen, 2019;Kraft et al, 2020;Whitehurst et al, 2014).…”

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confidence: 99%

Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality

Bartanen

Kwok

2021

American Educational Research Journal

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We draw on rich longitudinal data from one of the largest teacher education programs in Texas to examine the properties of rubric-based observational evaluations of preservice teachers (PSTs) during clinical teaching. Using a variance decomposition approach, we find that little of the variation in observation scores is attributable to actual differences between PSTs. Instead, differences in scores largely reflect differences in the rating standards of field supervisors. Men and PSTs of color receive systematically lower scores, as do PSTs in lower-income and rural placement schools. Finally, higher-scoring PSTs are slightly more likely to become employed as K–12 public school teachers and substantially more likely to be hired at the same school as their clinical teaching placement.

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“…Until now, the aspect of increasing teacher competency has only been focused on training programs. There is nothing wrong with the variety of training to improve competence (Arnott, 2000;Looney, 2011;Rothstein, 2010;Vagi, Pivovarova, and Barnard, 2019), but for me, the effect is very small in the aspects of innovation and improvisation of learning. Best practice from several countries has shown that competence, teaching experience, and improved qualifications go hand in hand with improved learning processes (Mctavish, 2003;Tolofari, 2005), progress in learning outcomes, and quality of education (Croninger et al, 2007;Guo et al, 2012;Qin and Bowen, 2019).…”

Section: Discussionmentioning

confidence: 99%

The education process viewed from the standard-based education paradigm in public schools: a case from Central Java, Indonesia

Zamili

2021

Management and entrepreneurship: trends of development

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This study aims to analyse Indonesia's education process using a standard-based education paradigm in the process aspect. The study focused on public high school students on four educational standards released by the Central Java Provincial Education Quality Assurance Agency. Methodology: Case studies were selected based on data from national education standards. Data analysis processed using ATLAS.ti version 8. The research findings: the results showed the absence of regulations regarding improving teacher qualifications had worsened the standard achievement. Excessive implementation of educational concepts and ignorance of collaborative assessment of spiritual aspects obscures religious tolerance as a hallmark of Indonesian education.

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Dynamics of preservice teacher quality

Cited by 28 publications

References 59 publications

Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana

Sensemaking of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana

Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality

The education process viewed from the standard-based education paradigm in public schools: a case from Central Java, Indonesia

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