Student Teacher Dialogue in an Electronic Community of Practice: Cognition Level Related to the INTASC Standards

Clark, Taylorann K.; Paulsen, Thomas H.

doi:10.5032/jae.2016.03001

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Teaching Performance1

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2022

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“…The principals (The learner and learning, content, instructional practice, and professional responsibility) and the standards are as shown in Table 1. Clark and Paulsen (2016) discussed that when teachers use all the INTASC standards, they could help in developing their students' content knowledge, communication and cognitive skills, understanding the central concept of the curriculum, solving problems, and dealing with instructions (Moss & Lee, 2010). Like Kentucky Department of Education (2020), the university adopted a teaching framework that merges the INTASC standards and the Danielson Framework.…”

Section: Teaching Performancementioning

confidence: 99%

Evaluating Preservice Teachers' Performance in a Blended Field Experience Course During the Quarantine of COVID-19

2022

JEO

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This paper aims to evaluate the preservice teachers' teaching performance in a blended field experience during the quarantine of COVID-19. An exploratory sequential mixed method approach was adopted using Strength, Weaknesses, Opportunities, and Threats (SWOT) analysis as a qualitative tool and quantitative data collected using a teacher evaluation rubric that merged the INTASC standards in the Danielson domains. The results show that using SWOT analysis positively impacts teachers' performance: they understand how to use the external environment (seizing opportunities and avoiding threats) to control the internal environment (enhancing strengths and removing weaknesses).

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Section: Teaching Performancementioning

confidence: 99%