e-journal

Observation and Teacher Quality: Critical Analysis of Observational Instruments in Preservice Teacher Performance Assessment

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Teacher preparation programs commonly use observational instruments to assess the progress and the exit performances of
teacher candidates. However, while these instruments have been described and several have been studied for effectiveness,the field lacks a close examination of how they position participants: teacher candidates, K-12 pupils, and teacher educators. This article closely examines three classroom observation instruments used in preservice programs. We use critical discourse analysis (CDA) and systemic-functional linguistics to examine how the grammar of these instruments assigns agency and positions participants as teachers and learners, and define their larger discourses of professionalism and accountability. We argue that instruments differ in the extent to which they grant participants agency, thus influencing the assumed pedagogical relations among the teacher educator, teacher candidate, and K-12 pupils. Instruments are not neutral, but reflect the values
of the programs that use them, inflected by often contradictory discourses of teacher and student learning.

Keywords
evaluations, discourse analysis, preservice teacher education, assessment

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Informasi Detail

Judul Seri

Journal of Teacher Education

No. Panggil

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Penerbit

: American Association of Colleges for Teacher Education., 2014

Deskripsi Fisik

Journal of Teacher Education 2014, Vol. 65(5) 375– 388

Bahasa

English

ISBN/ISSN

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Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

EKONOMI

Info Detail Spesifik

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Pernyataan Tanggungjawab

Wati/Agus

Versi lain/terkait

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