Examining Differences in Students' Beliefs and Attitudes: An Important Element of Performance-Based Assessment Systems for Teacher Preparation Programs

Autor/inn/en	Scott-Little, Catherine; La Paro, Karen M.; Weisner, Amanda
Titel	Examining Differences in Students' Beliefs and Attitudes: An Important Element of Performance-Based Assessment Systems for Teacher Preparation Programs
Quelle	In: Journal of Early Childhood Teacher Education, 27 (2006) 4, S.379-390 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Performance Based Assessment; Teacher Education Programs; Student Attitudes; Early Childhood Education; Beliefs; Developmentally Appropriate Practices; Competence; College Graduates; Preservice Teachers; Self Efficacy; College Outcomes Assessment; Individual Differences + Suchen Sie Ihr Suchwort? Leistungsermittlung; Schülerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Belief; Glaube; Entwicklungsbezogene Bildung; Kompetenz; Hochschulabsolvent; Hochschulabsolventin; Self-efficacy; Selbstwirksamkeit; Individueller Unterschied
Abstract	The National Council for Accreditation of Teacher Education (NCATE) program review process increasingly emphasizes the importance of performance-based assessment of early childhood teacher preparation programs. As part of the effort to address performance-based assessment requirements, the teacher educator program described in this study examined students' beliefs related to developmentally appropriate practice, attitudes toward children, and perceived competencies at different points in the program and upon graduation. One hundred eighteen students and 78 recent graduates participated. Results suggest that students' beliefs are more consistent with developmentally appropriate practices and with a progressive or child-centered approach at later points in the program. In general, participants felt they were more competent in what they know about early childhood practices than in how they implement the practices. Students nearing completion of the program and those who had graduated reported that they knew more about early childhood practices than students enrolled in early courses in the program, and graduates felt they were more competent to implement early childhood practices than students not enrolled in the program. Results are discussed in terms of implications for examining teacher preparation programs. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10