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This study, an extension of previous research conducted at the College of Education, University of Akron (Ohio), focuses on the concerns and opinions of administrators regarding the use of portfolios for assessing the knowledge, skills, and attitudes of teacher candidates. School administrators (N=15) were asked to evaluate one of three portfolios created by students in a previous study. Administrator input was sought via survey and questionnaire regarding 17 beginning teacher competencies (BTCs), identified by the college; their reactions to the portfolio concept were also sought. Results indicate that administrators find portfolios useful and are willing to spend time in review; there was substantial agreement regarding preferred format and the quality and type of evidence to be included. Based upon this information, the college can better direct preservice teachers in the organization and preparation of a portfolio that will aid them in seeking employment after graduation. Findings are displayed in tabular form; an appendix provides a demographic survey form; a questionnaire evaluating portfolio content, labels, explanations, reflective statements, presentation, and general impressions; and a brief description of each BTC adopted by the college along with a matrix for rating each competence. (Contains 11 references.) (LL)

Descriptors: Administrator Attitudes, Beginning Teachers, Elementary Secondary Education, Evaluation Criteria, Higher Education, Minimum Competencies, Portfolios (Background Materials), Preservice Teacher Education, Preservice Teachers, Teacher Attitudes, Teacher Qualifications, Teaching (Occupation)











Autor: Newman, Carole; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8931&id=ED357019







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