The Teacher Performance Assessment: Reflections on the Pedagogical Thought Processes of Three Student Teachers

Authors

  • Kimberlee Anne Sharp morehead state university

Keywords:

teacher performance assessment, pre-service teachers, pre-service teacher supervision, qualitative research

Abstract

The 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.

Author Biography

Kimberlee Anne Sharp, morehead state university

Assistant Professor of Education Department of Curriculum & Instruction

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Published

2010-03-05

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

Issue

Vol. 13 No. 1 (2010)

Section

Spring/Fall Issue

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.