The Preservice Admissions Process: What Qualities Do Future Teachers Need and How Can They Be Identified in Applicants?

Kosnik, Clare; Brown, Rosanne; Beck, Clive

doi:10.1080/15476880590932210

Cited by 11 publications

(10 citation statements)

References 10 publications

(9 reference statements)

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“…This gatekeeping function has lasting implications: teacher education programs have low rates of attrition, failure, and withdrawal (Childs & Ferguson, 2015;Dore et al, 2009;Kosnik, Brown, & Beck, 2005). As a result, admissions practices are often viewed as the only systematic opportunity to select candidates who are suitable to the program and the profession (Dore et al, 2009).…”

Section: The Many Purposes Of Admissions Practicesmentioning

confidence: 99%

“…Ontario's institutions vary in size and the number of applicants (Kosnik et al, 2005;Childs et al, 2011) and so necessarily, changes which are feasible for one program may not necessarily transfer to another. Indeed, different institutions identify different purposes for their admissions practices.…”

Section: The Many Purposes Of Admissions Practicesmentioning

confidence: 99%

“…Caskey and colleagues (2001) contend that these tools have "strong face validity for admissions: [a] collaborative group task is much like the expectations of performance for program course work and field placements" (p. 19). That is, group assessments may reveal how applicants make decisions and participate in groups (Kosnik et al, 2005;Petrarca & LeSage, 2014). Further, DeLuca (2012) observes that group interview ratings may be more reliable predictors of applicants' performance and success than academic averages.…”

Section: Multi-applicant Toolsmentioning

confidence: 99%

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Choosing how we choose: A review of teacher education admissions literature

Holden¹,

Kitchen²

2017

teachlearn

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Regulation 283/13 and the Ontario Ministry of Education's decision to reduce teacher education admission rates by 50% provide a clear opportunity to reflect on the alignment between admissions practices and the programs that they serve. This article presents an overview of teacher education admissions literature, identifying the many purposes that admissions processes serve, the ways teacher educators may connect purpose to practice, as well as the equity issues inherent to program admissions. The strengths and limitations of seven common assessment tools are also presented. This information will be of interest to stakeholders involved in teacher education, and is intended to support teacher educators in making informed selection and admission decisions for their particular programs.

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Section: The Many Purposes Of Admissions Practicesmentioning

confidence: 99%

Section: The Many Purposes Of Admissions Practicesmentioning

confidence: 99%

Section: Multi-applicant Toolsmentioning

confidence: 99%

See 1 more Smart Citation

Choosing how we choose: A review of teacher education admissions literature

Holden¹,

Kitchen²

2017

teachlearn

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“…An emerging, although limited, scholarship has focused on institutional practices for admitting candidates to their teacher education programs (Kosnik, Brown, & Beck, 2005;Miller-Levy, Taylor, & Hawke, 2014;Valli & Johnson, 2007). The literature generally reflects the following two areas of interest: (a) the limitations of current admissions processes (e.g., and (b) research on the effects of updated admissions models and new initiatives (e.g., Valli & Johnson, 2007).…”

Section: The Relevance Of Prior Learning In Teacher Education Admissions Processesmentioning

confidence: 99%

Untitled

2017

in education

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“…An emerging, although limited, scholarship has focused on institutional practices for admitting candidates to their teacher education programs (Kosnik, Brown, & Beck, 2005;Miller-Levy, Taylor, & Hawke, 2014;Valli & Johnson, 2007). The literature generally reflects the following two areas of interest: (a) the limitations of current admissions processes (e.g., Falkenberg, 2010) and (b) research on the effects of updated admissions models and new initiatives (e.g., Valli & Johnson, 2007).…”

Section: The Relevance Of Prior Learning In Teacher Education Admissions Processesmentioning

confidence: 99%

The Relevance of Prior Learning in Teacher Education Admissions Processes

et al. 2017

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In this paper, we argue that teacher education admissions processes would benefit from attending more to prospective teacher candidates’ cognitive frames. We begin with the introduction of a three-stage heuristic for describing teacher education. We then review the literature about constructivist notions of prior learning and teacher education program admissions processes. These processes, we argue, fail to adequately account for candidates’ preconceptions about teaching and learning, which affect their beliefs and understanding. Virtually none of the admissions processes we examined explicitly attempts to map the cognitive frames of applicants to uncover the structure of their ideas about teaching and learning. Teacher education institutions might best concentrate upon candidates’ cognitive frames within two core areas: subject area content knowledge and pedagogical knowledge. These two areas have the greatest potential to influence candidates’ future cognitive frameworks, understandings, and points of reference. Keywords: teacher education admissions processes; identifying cognitive frames; subject area content knowledge; pedagogical knowledge

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The Preservice Admissions Process: What Qualities Do Future Teachers Need and How Can They Be Identified in Applicants?

Cited by 11 publications

References 10 publications

Choosing how we choose: A review of teacher education admissions literature

Choosing how we choose: A review of teacher education admissions literature

Untitled

The Relevance of Prior Learning in Teacher Education Admissions Processes

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