Assessing Teacher Candidates' Pedagogical Judgment: An Analysis of Clinically-Based Instructional Assignments

Autor/inn/en	Janis, Sonia; Schmeichel, Mardi; McAnulty, Joseph; Grace, Chantelle; Wegrzyn, Kaitlin
Titel	Assessing Teacher Candidates' Pedagogical Judgment: An Analysis of Clinically-Based Instructional Assignments
Quelle	In: Journal of Educational Supervision, 4 (2021) 3, S.1-16, Artikel 1 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Teacher Qualifications; Decision Making Skills; Evaluative Thinking; Scoring Rubrics; Teacher Evaluation; Comprehension; Theory Practice Relationship; Teacher Certification; Preservice Teacher Education; Knowledge Base for Teaching; Assignments; Student Teaching + Suchen Sie Ihr Suchwort? Lehrqualifikation; Scoring formulas; Auswertungsbogen; Teacher appraisal; Lehrerbeurteilung; Verstehen; Verständnis; Theorie-Praxis-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Assignment; Auftrag; Zuweisung; Teaching practice; Unterrichtspraxis
Abstract	Research on clinically-based teacher education indicates that facilitating clinical experiences for teacher candidates improves their preparation for the profession. While we have answered the call to implement rich clinical experiences in our teacher education program, we have found that we also needed to design new, robust strategies to assess what the candidates are taking away from their clinical experiences. This paper describes our use of Horn and Campbell's (2015) notion of "pedagogical judgment" to analyze the work of social studies teacher candidates in clinical placements. We describe a rubric developed to evaluate candidates' pedagogical judgment and offer insights into the use of this assessment tool as a component of clinically-based teacher education. We explore how the use of this rubric enables targeted evaluations of preservice teachers around specific aspects of pedagogical judgments. We conclude that this rubric could offer a way to unpack how preservice teachers make sense of their emerging understandings and pedagogical practices. (As Provided).
Anmerkungen	University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01