Innovation and Accountability in Teacher Education

doi:10.1007/978-981-13-2026-2

Cited by 139 publications

(2 citation statements)

References 30 publications

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“…This essay details the challenge of measuring teaching quality and describes how one university-based teacher education program is attempting to "reclaim" accountability (Cochran-Smith et al, 2018) by developing a set of locally-sensitive, practical measures and using these measures to inform the learning of teacher candidates and program leaders. Through this case, we examine some of the critical conceptual and methodological issues faced in assessing teacher quality or effectiveness in a teacher education context.…”

Section: Introductionmentioning

confidence: 99%

Using multiple measures of teaching quality to strengthen teacher preparation

Kawasaki

Quartz

Martinez

2020

EPAA

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We argue that teacher preparation programs considering approaches to assess teaching quality should choose measures that appropriately represent the complexity of teaching, have formative value in supporting teacher candidates develop as highly qualified teachers and consider the context, mission, and people that the program desires to serve. The authors are part of a research team working with an urban teacher residency program housed in a university’s teacher education program. The increased focus on clinical experience and mandated accountability that accompany federal grants created a fertile space to experiment with different types of measures and data collection approaches, well beyond what is typical in traditional teacher education programs. In this essay, we discuss the philosophy and considerations that informed the selection of these measures in the program, and the processes that were followed to use this data in ways that consider the complexity of teaching and honor the value of data as a tool for program improvement.

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Section: Introductionmentioning

confidence: 99%

Using multiple measures of teaching quality to strengthen teacher preparation

Kawasaki

Quartz

Martinez

2020

EPAA

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“…The revised curriculum places a heavier emphasis on the integration of theory and practice by combining school experience (where novice teachers spend 1 day a week in schools shadowing teachers and immersing in the culture of a school), a compulsory EL block of around 6 weeks and then an 8-week teaching practicum (TP) inter-connected by university-based classes and lectures. Underpinning the programme are eight concepts that are seen to encapsulate the qualities of an effective twenty-first century educator (see Bridges et al, 2018) and these concepts are as follows:…”

Section: Context Of the Studymentioning

confidence: 99%

The Role of the Community in Teacher Preparation: Exploring a Different Pathway to Becoming a Teacher

Harfitt

2018

Front. Educ.

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Viewing learning as a social and cultural process the premise of this paper is that learner teachers' developing expertise should not only reside in the knowledge domains typically established by universities and schools. A crucial knowledge domain that is often overlooked by schools and teacher education institutes (TEIs) is the community beyond the walls of the school classroom and university lecture hall. This paper attends to the question of what constitutes an effective teacher in an era of rapid change and throws light on the process of becoming a twenty-first century educator through examining an innovative curriculum design which has made experiential learning (EL) mandatory for all novice teachers at a TEI in Hong Kong. This challenging curriculum initiative in teacher training has enabled a powerful synergy between the core functions of our teacher-training faculty and the wider community. I seek to present findings that point to real impact on student teachers' professional development-or their sense of becoming-and also in the way TEIs work within their local communities which are positioned as a powerful knowledge space and knowledge holder in the teacher education process. I will also show how community partners such as non-governmental organizations (NGOs) play a highly significant role in the development of beginning teachers and how they might even be seen as "co-educators" in the complex but compelling process of teacher preparation.

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Reclaiming accountability through collaborative curriculum enquiry: New directions in teacher evaluation

Hulme,

Comber,

Jones

et al. 2024

The Curriculum Journal

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Teacher evaluation and teachers' professional learning are too often confined to separate areas of research and professional practice. Rather than approach evaluation and enquiry as distinct or irreconcilable, this paper applies the ideas of Stenhouse to explore new possibilities for the reappropriation of mandated appraisal in ways that support teachers' professional growth. Illustrative case studies of laboratory schools in the United States and England are used to examine the interaction of local and lateral forms of professional accountability with external and hierarchical regulatory frameworks. The article reports the design and enactment of change in two schools (a US kindergarten through twelfth grade school and a UK high school) connected through the International Association of Laboratory Schools (IALS) that purposively redesigned appraisal over a three‐year period to build capacity for collaborative curriculum enquiry. Attention is afforded to the space for manoeuvre between advisory and mandatory guidance, and the challenges to relational trust and collective responsibility posed by performance‐based accountability systems. The findings provide new insights into how teacher‐led collaborative enquiry (curricular co‐design) can address the unintended consequences of test‐based accountability and rubrics‐based observation as principal drivers of educational improvement.

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Innovation and Accountability in Teacher Education

Cited by 139 publications

References 30 publications

Using multiple measures of teaching quality to strengthen teacher preparation

Using multiple measures of teaching quality to strengthen teacher preparation

The Role of the Community in Teacher Preparation: Exploring a Different Pathway to Becoming a Teacher

Reclaiming accountability through collaborative curriculum enquiry: New directions in teacher evaluation

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