Educating a Profession: Competency Assessment.

Institution	American Association of Colleges for Teacher Education, Washington, DC.
Titel	Educating a Profession: Competency Assessment.
Quelle	(1983), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Beginning Teachers; Competency Based Teacher Education; Education Majors; Educational Responsibility; Evaluation Methods; Higher Education; Preservice Teacher Education; Schools of Education; Student Evaluation; Student Teachers; Teacher Education Programs; Teacher Evaluation + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Erziehungsverantwortung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Erziehungswissenschaftliche Fakultät; Schulnote; Studentische Bewertung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher appraisal; Lehrerbeurteilung
Abstract	The responsibility for ensuring that beginning teachers are competent to teach in the nation's classrooms should be that of teacher education institutions, according to the American Association of Colleges for Teacher Education (AACTE). Teacher education institutions must employ an assessment system that: (1) assesses specific competencies as early as possible in the candidate's program; (2) employs multiple assessment methods; and (3) monitors student progress continually. Decisions based on multiple assessments should reduce the number of high-risk students while retaining students for whom potential for success has been manifested in a variety of ways. The AACTE document "Educating a Profession: Profile of a Beginning Teacher" outlines competencies that should be assured by graduation from an approved teacher education program and provides a framework for a competency assessment program. Recommended times for assessing prospective teachers' competency include: (1) admission into the teacher education program; (2) enrollment for each subsequent semester; (3) admission into student teaching; (4) graduation from the program; and (5) first year of employment. The model described above is outlined in a chart that indicates what should be addressed, by whom, and by what methods at different points in the program. (JMK)
Anmerkungen	American Association of Colleges for Teacher Education, Order Department, Suite 610, One Dupont Circle, Washington, DC 20036.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01