Anderson, S. and Jain, P. (2024) Reliability and Consistency in Judging New Teacher Practices – Why Does it Matter? American Association of Colleges for Teacher Education (AACTE) Annual Conference, Denver, CO, USA, 16-19 February 2024.
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Slideshow
320329.pdf - Presentation 1MB |
Abstract
This presentation explored the role of teaching standards and professional judgement to assess new teaching effectiveness in an era of high accountability and increased scrutiny. Performativity and quality assurance have become dominate discussion points in teacher education, and yet there is little research regarding the decision-making process used by individuals who judge teacher candidate’s readiness to teach. This session considered findings from an investigation of what the judges specifically look for in order to make their decisions. We ultimately aim to reframe efforts to produce high-quality teachers who deliver an “inclusive and quality education for all” (UN, 2022). In such a context, the role of professional judgement of classroom-based mentor teachers, teacher educators in universities, university-based school experience tutors in observing and evaluating teaching effectiveness are explored through research conducted in the three home nations of the UK, England, Scotland, and Wales.
| Item Type: | Conference or Workshop Item |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Anderson, Dr Sarah |
| Authors: | Anderson, S., and Jain, P. |
| Subjects: | L Education > L Education (General) |
| College/School: | College of Social Sciences > School of Education |
| Copyright Holders: | Copyright © 2024 The Authors |
| Publisher Policy: | Reproduced with the permission of the authors |
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