Evaluating teacher education outcomes: a study of the Stanford Teacher Education Programme

Darling‐Hammond, Linda; Newton, Xiaoxia A.; Wei, Ruth Chung

doi:10.1080/02607476.2010.513844

Cited by 109 publications

(95 citation statements)

References 14 publications

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“…University faculty and program experiences with the PACT. Studies generally reveal faculty perspectives on the PACT as a real or potential catalyst for program change (Darling-Hammond, Newton, & Wei, 2010;Lit & Lotan, 2013;Pecheone & Chung, 2006;Peck & McDonald, 2013;Whittaker & Nelson, 2013), as well as for faculty feeling more accountable for their practice (Sloan, 2013). Across studies, however, we find mixed interpretations of the PACT by program faculty.…”

Section: Supervisor and Cooperating Teacher Experiences With The Pactmentioning

confidence: 68%

“…Several authors have argued that the PACT can and should only be one of multiple measures to assess a teacher (Darling-Hammond et al, 2010) and should not replace other measures already in place (Porter & Jelinek, 2011). In this way, the PACT has both the capacity to further the teaching profession through an externally validated assessment, while honoring what is valued at the local context.…”

Section: Pact: Implementation and Impactmentioning

confidence: 99%

“…Over the past twenty years, a "remarkable amount" of teacher education reform policy has been proposed, piloted, and implemented at the national, state, and local levels, causing what Darling-Hammond (2010) has called "perhaps the best of times and worst of times" (p. 35) for teacher education. Many of these reform policies have promoted increased accountability for teacher education as well as rigorous standards for teacher performance.…”

Section: Introductionmentioning

confidence: 99%

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Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA

Reagan

Schram

McCurdy

et al. 2016

EPAA

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Summative performance assessments in teacher education, such as the Performance Assessment for California Teachers (PACT) and the edTPA, have been heralded through polices intended to enhance the quality of the teaching profession and raise its stature among other professions. However, the development and implementation of the PACT, and subsequently the edTPA, have not been without controversy and Políticas de la política: La evaluación de la aplicación, impacto y evolución de la Evaluación de Desempeño de Maestros de California (PACT) y edTPA Resumen: Evaluaciones de desempeño sumativas en el área de formación docente, como la Evaluación de Desempeño de Maestros de California (PACT) y la edTPA, han sido promovidas como políticas destinadas a mejorar la calidad de la profesión docente y elevar sus prestigio profesional. Sin embargo, el desarrollo y la aplicación del PACT, y posteriormente edTPA, no han estado exentas de polémicas y debate. El propósito de este artículo es evaluar la aplicación, impacto y evolución del PACT y edTPA. Para ello, se revisa la literatura sobre el impacto y la aplicación del PACT y analizamos críticamente las políticas de Estado en torno a edTPA. Planteamos preguntas sobre la política y las implicaciones prácticas de la evolución de la PACT y edTPA. Palabras clave: formación docente de pregrado; enseñanza de evaluación del desempeño; certificación de maestros / licenciaturas; responsabilidad de los maestros; reforma educativa; políticas estatales Políticas da Política: avaliação da implementação, impacto e evolução da Avaliação de Desempenho para Professores da Califórnia (PACT) e edTPA Resumo: Avaliações de desempenho sumativas na área de formação de professores, como a Avaliação de Desempenho para Professores da Califórnia (PACT) e edTPA, têm sido promovidas como políticas que melhoram a qualidade da profissão docente e elevaram a posição profissional. No entanto, o desenvolvimento e implementação de PACT, e depois edTPA, não foram sem controvérsias e debates. O objetivo deste artigo é avaliar a implementação, o impacto e a evolução do PACT e edTPA. Avaliamos a literatura sobre o impacto e a execução de PACT e analisamos criticamente as políticas estatais ao redor edTPA. Se apresentam questões sobre as políticas e as implicações práticas da evolução do PACT e edTPA. Palavras-chave: ensino de professores na graduação; ensino de avaliação de desempenho; e certificação de professores ; responsabilidade do professor; reforma educacional; Políticas de Estado

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Section: Supervisor and Cooperating Teacher Experiences With The Pactmentioning

confidence: 68%

Section: Pact: Implementation and Impactmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA

Reagan

Schram

McCurdy

et al. 2016

EPAA

View full text Add to dashboard Cite

show abstract

“…Interest in evaluating the efficacy of teacher education programs is increasing (Darling-Hammond, Newton, & Chung Wei, 2010). Such evaluation can help program organisers to identify any weak points and motivate improvements.…”

Section: Introductionmentioning

confidence: 99%

Outcomes of primary teacher education in Finland: an exit survey

Saloviita

Tolvanen

2016

Teaching Education

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Seven final year cohorts of Finnish pre-service primary teachers (N = 384) were given an exit survey, which measured their estimated attainment of knowledge and experience in the 10 domains of professional activity considered critical for new teachers in the INTASC standards. The results indicated that the profile of the graduates was uneven, showing low levels of satisfaction in the fields of special education and cooperation but high levels of satisfaction in the fields of reflective practice and planning. The satisfaction with the estimated knowledge and experience achieved was divided into three components of pedagogic, instructional, and complex skills satisfaction. The central role of teaching practice was considered to be reflected in the results. The areas of low satisfaction were those in which the amount of teaching practice in the teacher education curriculum was considered insufficient to generate enough experience. This was especially so in the field of special education and in meeting the diverse needs of students. The 10-item INTASC scale showed sufficient psychometric qualities. The results are also discussed in terms of the suggested exceptional quality of Finnish teacher education.

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“…(see for example, Bronkhorst, Meijer, Koster and Vermunt, 2011;Cochran-Smith and Power, 2010;Darling-Hammond, Newton and Wei, 2010;McIntyre, 2009). In its purest form the theory-practice divide entails learning theoretical approaches to teaching in the university and then trying to put them into practice in the school context.…”

Section: Theory and Practice: Mind The Gap!mentioning

confidence: 99%

School Direct, a policy for initial teacher training in England: plotting a principled pedagogical path through a changing landscape

Jackson

Burch

2015

Professional Development in Education

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Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form• a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way• all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item• refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation• remove or alter the copyright statement on an item. England over the course of the last 20 years. We then consider troubling binaries inherent in teacher education and go on to explore insights from research: the importance of beliefs; the problem of enactment; the theory/practice divide. These are then used to craft the enabling constraints for third-space activity designed to set in motion a hybridisation process from which a new breed of teacher educator could emerge. We suggest that university and school colleagues working together in collaborative partnership can provide a principled pedagogical path through a changing landscape of education policy.

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Evaluating teacher education outcomes: a study of the Stanford Teacher Education Programme

Cited by 109 publications

References 14 publications

Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA

Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA

Outcomes of primary teacher education in Finland: an exit survey

School Direct, a policy for initial teacher training in England: plotting a principled pedagogical path through a changing landscape

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