以公平为中心的教师教育评价:从原则到变革的制定

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Marilyn Cochran-Smith, E. Reagan
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引用次数: 4

摘要

自21世纪初以来,政策制定者将问责制和评估视为“修复”教师教育的关键机制,许多教师教育领导人将其视为提升职业地位和团结分散领域的工具。尽管在同一时期,教育不平等一直是一个长期存在的地方性问题,但关于教师教育评估和问责制的大多数主要政策提案对公平问题只字不提。本文通过强调九个创新的例子,对以公平为中心的教师教育评估和问责进行了论证,这些例子共同说明了将公平置于教师教育评估/问责的中心意味着什么以及看起来是什么。总之,这些例子旨在产生影响,为深入了解以公平为中心的强有力评估的相互关联的层面如何在不同的实践场所发挥作用,以及公平举措如何在不同级别的政策中出现和运作提供了一个视角。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Centering Equity in Teacher Education Evaluation: From Principles to Transformative Enactment
Since the early 2000s, accountability and evaluation have been regarded by policymakers as key mechanisms for “fixing” teacher education and by many teacher education leaders as vehicles for elevating the status of the profession and uniting a fragmented field. Although educational inequity has been an enduring and endemic problem during the same time period, most major policy proposals regarding teacher education evaluation and accountability have said very little about equity. This article makes an argument for equity-centered teacher education evaluation and accountability by highlighting nine innovative examples that collectively illustrate what it means and what it looks like to position equity at the center of teacher education evaluation/accountability. Together, these examples are intended to be generative, providing a lens into how the interrelated dimensions of strong equity-centered evaluation play out at different sites of practice and how equity initiatives emerge and operate at different levels of policy.
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来源期刊
Journal of Teacher Education
Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.90
自引率
7.70%
发文量
0
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).
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