The Teacher Performance Assessment: Reflections on the Pedagogical Thought Processes of Three Student Teachers
Keywords: teacher performance assessment, pre-service teachers, pre-service teacher supervision, qualitative research
AbstractThe impacts of the Teacher Performance Assessment (TPA) on 3 pre-service teachersâ pedagogical thought processes and self perceptions are the focus of this study. Qualitative research procedures included interviews, observations, and coding of the pre-service teachersâ written documents. Emerging themes and implications for teacher education include variance in: 1) the pre-service teachersâ ability to analyze and articulate learner outcome results; 2) how they thought they impacted student learning; and 3) their locus of control.
How to Cite
Sharp, K. A. (2010). The Teacher Performance Assessment: Reflections on the Pedagogical Thought Processes of Three Student Teachers. Current Issues in Education, 13(1). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/435
Authors hold the copyright to articles published in Current Issues in Education. Requests to reprint CIE articles in other journals should be addressed to the author. Reprints should credit CIE as the original publisher and include the URL of the CIE publication. Permission is hereby granted to copy any article, provided CIE is credited and copies are not sold.