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ERIC Number: ED205524
Record Type: RIE
Publication Date: 1978-Jun
Pages: 20
Abstractor: N/A
The Accuracy-Meaning Tensions in Teacher Education Evaluation.
Reed, Horace B.
Teacher educators are in a state of near paralysis concerning their program evaluations. This paralysis comes from adopting wholesale a dysfunctional evaluative point of view from the dominant educational research establishment. There is a history of overestimating the current relevance of experimental behavioral science models for the gathering of accurate information and of underestimating the several meaningful criteria for evaluating teacher education. Solutions lie in relying more on alternative epistemological approaches used in history, anthropology, sociology, political science, and social psychology. Also, more weight should be given to evaluation criteria that are more inclusive than the criterion of academic pupil gains. The implications of this position require: (1) a more liberal evaluation and research curriculum for graduate students interested in teacher education; (2) a reevaluation of the teacher competence studies that are currently being winnowed by experimentally oriented reviewers; and (3) the publication and circulation of documented evaluations that illustrate more generous and useful approaches to users of teacher education information. (Author/FG)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the F. G. Watson Festschrift (Cambridge, MA).