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Transforming reform into practice: The enactment of standards-based teacher preparation and university school partnerships in clinical practice activity settings.

机译：将改革转化为实践：在临床实践活动环境中制定基于标准的教师准备和大学与学校之间的合作关系。

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摘要

Those who work to prepare student teachers in the field have faced increasing demands due to the most recent reform effort to professionalize teacher education. Three notable changes brought about by the professionalization movement are: (1) standards-based professional education, (2) state mandated teacher performance assessments, and (3) the increase in collaboration between the K-12 schools and the teacher preparation institutions. Little is known about the ways in which the expectations related to professionalization are enacted in clinical practice activity settings. The broad question asked in this study is: How are state and university expectations for clinical practice in teacher education enacted through the patterns of communication and the use of assessment tools in a clinical practice group? Four clinical practice groups, each made up of the student teacher and those that observe, mentor, and evaluate that student teacher in the field, were examined in this study. The use of Activity Theory as a conceptual lens through which to examine clinical practice allowed for a focus on the social, not individual, aspects of the setting. Overall, the professional teaching standards were found to guide the evaluation of student teacher performance; however the evaluation tools were sometimes used in ways other than required by those who created them, thus privileging particular standards over others. Also, classroom management issues were found to permeate communication about performance while balanced discussions concerning professional teaching standards were less common. Patterns found in the partnership groups signaled movement toward increased collaboration to develop a shared understanding of evaluation tools. However, the outcome for school and university personnel to work together to develop, implement, and evaluate the clinical practice program was not found within the groups' activities. A discussion of these findings from an Activity Theory perspective suggests that particular elements of the clinical practice setting may have influenced the enactment of state and university outcomes during clinical practice.
机译：由于最近为使教师教育专业化而做出的改革努力，那些为该领域的学生教师做准备的人面临着越来越高的要求。专业化运动带来的三个显着变化是：（1）基于标准的专业教育；（2）国家规定的教师绩效评估；（3）K-12学校与教师预备机构之间的合作不断增加。关于在临床实践活动环境中制定与专业化相关的期望的方式知之甚少。这项研究中提出的一个广泛的问题是：如何通过临床实践小组中的交流方式和使用评估工具来制定州和大学对教师实践中的临床实践的期望？在这项研究中，检查了四个临床实践小组，每个小组由学生老师以及观察，指导和评估该学生老师的人组成。运用活动理论作为检查临床实践的概念镜头，可以将重点放在环境的社会而非个人方面。总体而言，找到了专业的教学标准来指导对学生教师表现的评估；但是，评估工具有时会以创建者所不要求的其他方式使用，从而使特定的标准有别于其他工具。此外，发现课堂管理问题渗透到有关绩效的交流中，而关于专业教学标准的平衡讨论则很少见。在伙伴关系小组中发现的模式表明，人们正在朝着加强协作以对评估工具达成共识的方向发展。但是，小组活动中没有发现学校和大学人员共同努力以开发，实施和评估临床实践计划的结果。从活动理论的角度对这些发现的讨论表明，临床实践环境中的某些要素可能已经影响了临床实践中州和大学成果的制定。

著录项

  • 作者

    Napoli, Deborah.;

  • 作者单位

    University of California, San Diego.;

  • 授予单位 University of California, San Diego.;
  • 学科 Education Teacher Training.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 162 p.
  • 总页数 162
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:37:28

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