Teacher Preparation and Development.

Autor/inn/en	Harding, Edie; McLain, Barbara; Anderson, Sue
Institution	Washington State Inst. for Public Policy, Olympia.
Titel	Teacher Preparation and Development.
Quelle	(1999), (143 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teacher Induction; Beginning Teachers; Educational Change; Educational Policy; Educational Quality; Educational Research; Elementary Secondary Education; Faculty Development; Higher Education; Knowledge Base for Teaching; Performance Based Assessment; Preservice Teacher Education; Public Schools; State Government; State Standards; Teacher Certification; Teacher Competencies; Teaching Skills; Washington + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Bildungsreform; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Leistungsermittlung; Lehramtsstudiengang; Lehrerausbildung; Public school; Öffentliche Schule; Bund-Länder-Beziehung; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	In 1998, the Board of Directors for the Washington State Institute for Public Policy directed staff to study teacher quality. The Institute examined three teacher preparation and development programs covering the early stages of teachers' careers: pre-service teacher preparation, beginning teacher assistance, and professional certification. Researchers obtained information on the three programs from case studies, surveys, and interviews. All new teachers hired by public schools from 1996-1998, plus all public school principals, received mailed surveys. Researchers reviewed the history of teacher preparation and development in Washington and research literature on teacher quality, analyzed data on certification and teacher employment in Washington, and summarized activities related to teacher quality in other states. The study found that reliance on statewide standards, statewide performance assessments, and clear accountability for assuring teacher quality varied by the stage of teacher preparation and development. There were no consistent statewide standards for what teachers should know and be able to do that addressed each stage of a teacher's career. No statewide assessments measured the knowledge, skills, and performance of preservice, beginning, or professional teachers. Accountability for ensuring teacher quality was largely a local rather than state responsibility. The 19 appendixes provide data on standards, policy, assessment, certification, and responsibility. The report also contains an extensive bibliography. (SM)
Anmerkungen	Washington State Institute for Public Policy, 110 East Fifth Avenue, Suite 214, P.O. Box 40999, Olympia, WA 98504-0999; Tel: 360-586-2677; Fax: 360-586-2793; Web site: http://www.wa.gov/wsipp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC