改进的空间?导师与教师职前临床评估之演变

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Dan Goldhaber, Matthew Ronfeldt, James Cowan, Trevor Gratz, Emanuele Bardelli, Matthew Truwit
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引用次数: 10

摘要

临床教学经验是教师培训的重要组成部分之一。先前的观察研究发现,更有效的导师和拥有更好职业氛围的学校与更好的教师候选人准备有关。我们通过对两个州的教师候选人进行实验分配来测试这些发现。被随机分配到高质量安置地点的候选人在临床经验的过程中表现有较大的改善,由实地导师(又名大学导师)评估。研究结果表明,改进临床实习程序可以提高候选人的教学质量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations
The clinical teaching experience is one of the most important components of teacher preparation. Prior observational research has found that more effective mentors and schools with better professional climates are associated with better preparation for teacher candidates. We test these findings using an experimental assignment of teacher candidates to placement sites in two states. Candidates who were randomly assigned to higher quality placement sites experienced larger improvements in performance over the course of the clinical experience, as evaluated by field instructors (a.k.a university instructors). The findings suggest that improving clinical placement procedures can improve the teaching quality of candidates.
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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