The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-06-21 DOI:10.1177/00224871231180214

Jeremy Zelkowski, Tye G. Campbell, A. Moldavan

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引用次数: 0

Abstract

Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts.

查看原文本刊更多论文

数学教师培养中内部课程措施与高风险教师许可措施的关系——课程设计考虑

问责措施已迅速进入正式的教师培训计划。作为回应，我们介绍了在中学数学教师准备中使用结构方程建模与路径分析，作为一种测试模型的方法，以了解与知名专业组织的建议和进入教师行业的标准之间的关系强度。这项为期6年、共5个队列的纵向研究考察了项目设计顺序和核心组成部分（内部指标）与外部评分的高风险教师执照考试组合的关系，该组合旨在衡量教学内容知识和一年级教师的准备情况。内部测量和程序排序模型用高功率和中到大效应统计解释了49.2%的与标准化结果教学档案袋考试相关的方差。我们根据专业组织、政府和认证标准的建议，为教师准备工作提供启示。研究结果应能激发讨论，推动未来的研究工作。

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来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).