Relations Among Final Supervisor Skill Ratings of Student Teachers and Cognitive Attainment Values of Learners Taught by Student Teachers.

Autor/inn/en	Denton, Jon J.; Kazimi, Ebrahim
Titel	Relations Among Final Supervisor Skill Ratings of Student Teachers and Cognitive Attainment Values of Learners Taught by Student Teachers.
Quelle	(1982), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Cooperating Teachers; Educational Quality; Evaluation Criteria; Formative Evaluation; Higher Education; Preservice Teacher Education; Secondary Education; Student Teacher Supervisors; Student Teachers; Student Teaching; Summative Evaluation; Teacher Effectiveness; Teacher Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung
Abstract	University supervisors' evaluations of student teachers were assessed to determine if the cognitive attainment of pupils taught by the student teachers was a rating factor. The sample consisted of 82 secondary level student teachers participating in a competency based teacher education program. Data collected for the study included a summary evaluation instrument, developed by the student teachers, to ascertain their pupils' academic achievement levels. The student teacher supervisors recorded their ratings of student teachers' instructional effectiveness on an evaluation profile scale consisting of 20 instructional skills and eight personal competencies. Final ratings were obtained from a three-way conference among the student teacher, the university supervisor, and the cooperating teacher. Only four of the 28 ratings areas were found to relate significantly to learner achievement: (1) developing lesson plans; (2) using different levels of classroom questions; (3) performance while student teaching two-week units; and (4) personal energy level. These findings have implications for student teacher evaluation procedures, since they refute the assumption that high student teacher ratings by their supervisors is related to high learner achievement. (FG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01