Teacher Education in a New Age of Accountability: How Can Programs Develop Responsible and Valuable Self-Assessment

Autor/in	Tamir, Eran
Titel	Teacher Education in a New Age of Accountability: How Can Programs Develop Responsible and Valuable Self-Assessment
Quelle	In: New Educator, 17 (2021) 2, S.119-140 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tamir, Eran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2020.1779889
Schlagwörter	Teacher Education; Teacher Education Programs; Accountability; Self Evaluation (Groups); Program Effectiveness; Program Improvement; Jews; Religious Education; Day Schools; Teacher Educators; Educational Quality; Massachusetts; California + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Verantwortung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Jew; Jude; Jüdin; Juden; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Day school; Halbtagsschule; Teacher education; Education; Quality of education; Bildungsqualität; Master-Studiengang; Kalifornien
Abstract	This paper intends to demonstrate how within the current contentious environment for teacher education in the U.S., two small teacher preparation programs conducted a voluntary coordinated long-term self-evaluation study, that partially responded to external accountability pressures by the Federal administration, state agencies and various private and non-governmental organizations. In particular, we focus on findings about graduates' preparation experiences and sense of preparedness for teaching, as well as how they perceived their faculty strengths and weaknesses and programs' effectiveness. Such an in-depth examination of graduates' perspectives can serve not only for internal self-study purposes, but also as an example to other preparation programs looking to meet external accountability pressures, while preserving a voice in the process and developing meaningful tools for self-assessment and improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01