Subtitle
Observing Student Teachers in Diverse Fields
Document Type
Conference Proceeding
Department (Manual Entry)
Elementary & Special Education
Abstract
This study analyzed written records created by college clinical supervisors, of student teaching observations carried out during the Fall 2008 and Spring 2009 semester. Observations, conducted in public schools in a Northeastern state, reflected the dual enrollment status of each student teacher; that is, each candidate was observed, multiple times, in both a general elementary or middle level classroom and in a setting focused on students with special educational needs. The purposes of the analysis were to 1) examine the language used by the observer that both describes and evaluates the student teacher_s performance, particularly as it differentiates levels of expertise; 2) explore the level of agreement offered within and across (multiple) reports about the same teacher candidate; and 3) outline the development of meaningful processes for evaluating teacher candidates during the student teaching experience.
Citation
Lynch, Marie A. and Capalbo, Linda, "Judging Competence" (2009). Faculty Publications. 256.
https://digitalcommons.ric.edu/facultypublications/256
Included in
Educational Assessment, Evaluation, and Research Commons, Elementary and Middle and Secondary Education Administration Commons, Higher Education and Teaching Commons
Comments
This study analyzed written records created by college clinical supervisors, of student teaching observations carried out during the Fall 2008 and Spring 2009 semester. Observations, conducted in public schools in a Northeastern state, reflected the dual enrollment status of each student teacher; that is, each candidate was observed, multiple times, in both a general elementary or middle level classroom and in a setting focused on students with special educational needs. The purposes of the analysis were to 1) examine the language used by the observer that both describes and evaluates the student teacher_s performance, particularly as it differentiates levels of expertise; 2) explore the level of agreement offered within and across (multiple) reports about the same teacher candidate; and 3) outline the development of meaningful processes for evaluating teacher candidates during the student teaching experience.