Performance Assessment, Policy, Privatization, and Professionalization in English Teacher Education

2016 ◽  
pp. 65-87
Author(s):  
Theresa J. Gurl ◽  
Limarys Caraballo ◽  
Leslee Grey ◽  
John H. Gunn ◽  
David Gerwin ◽  
...  
Keyword(s):  
Teacher Education ◽  
Performance Assessment ◽  
English Teacher ◽  
Assessment Policy

Critical Performative Pedagogy and Its Applications in English Teacher Education in Korea

2021 ◽  
Vol 30 (2) ◽  
pp. 1-22
Author(s):  
Soojin Ahn ◽  
Ki Yeun Chai ◽  
Haewon Kim ◽  
Seung Hee Park ◽  
Yu Min Park
Keyword(s):  
Teacher Education ◽  
English Teacher ◽  
Performative Pedagogy

scholarly journals E-portfolios and English teacher education in Brazil

2014 ◽  
Vol 1 (53) ◽  
pp. 155-180
Author(s):  
Margaret Xavier
Keyword(s):  
Teacher Education ◽  
English Teacher ◽  
Education In Brazil

Driving Blind: Why We Need Standardized Performance Assessment In Teacher Education

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
Charles A. Peck ◽  
Marcy Singer-Gabella ◽  
Tine Sloan ◽  
Susan Lin
Keyword(s):  
Teacher Education ◽  
Performance Assessment

Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates

2020 ◽  
Vol 18 (3) ◽  
pp. 231-250
Author(s):  
Matthew L. McConn ◽  
Donna Geetter
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
English Teacher ◽  
Education Programs ◽  
Theoretical Frameworks ◽  
Beliefs About Teaching

Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.

Sign in / Sign up

Export Citation Format

Share Document