Comparative Evaluation of Alternative, Distance, and Traditional Teacher Preparation Student Teachers.Reportar como inadecuado

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Researchers at Utah State University's special education department compared the performance of student teachers on dimensions that reflected pedagogical practices known to promote effective teaching of special education students. This study evaluated and compared dimensions of special education teaching performance among student teachers from three teacher preparation programs: traditional on-campus, distance education, and alternative preparation. The university developed a comprehensive performance evaluation tool using the Special Education Student Teaching Evaluation Form as the foundation for the new instrument. The student teaching evaluation consists of 19 items. An observation sheet collects frequency counts, student seating arrangement, and duration data. A lesson plan is obtained from the student teacher at the beginning of the observation. Five items are observed during the new material and guided practice phase of the student teacher's lesson: sufficient opportunities to respond, uses appropriate correction procedures, sufficient rate of reinforcement, pupil engagement, and uses class time efficiently. Pupil engagement and uses class time efficiently are also observed during independent practice, as is active monitoring. After the observation, student teachers complete an interview on various aspects of the lesson and instruction. Researchers plan observe and evaluate all student teachers at least once before the end of the semester, conduct reliability checks on 20 percent of the observations, and analyze the data over the summer. (Contains 10 references.) (SM)

Descriptors: Alternative Teacher Certification, Classroom Techniques, Distance Education, Elementary Secondary Education, Evaluation Methods, Higher Education, Preservice Teacher Education, Rural Education, Special Education, Student Teacher Evaluation

Autor: French, Kathryn; Hinds, John; Stenhoff, Donald M.; Slocum, Tim


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