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ERIC Number: ED409277
Record Type: Non-Journal
Publication Date: 1997-Apr
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Progressive Indicators of Student Teacher Development: A Local Generative Model Compared to Established State Proficiencies.
Loving, Cathleen C.; Graham, Diane
This study at Texas A&M University identified indicators of student teacher development to guide their supervising cooperating teachers. Meetings were held with cooperating teachers to brainstorm indicators of success in student teaching. The questions raised addressed: what cooperating teachers should look for in preservice teaching; what progression should be expected in preservice teaching performance; what hierarchy existed for these indicators; and possible categorization of the indicators. A list of 64 indicators was generated, followed by open coding of each indicator and subsequent categorization. A draft document was presented at several professional development meetings of university supervisors for comments and refinement. The indicators were matched and coded against the five learner-centered proficiencies expected of Texas teachers. The resulting document was made available for use by university supervisors. It also became part of the Appendix of the Student Teaching Handbook. The result combines the research- and outcomes-based standards of the State of Texas with the learner-centered proficiencies from the teacher-generated indicators. Appended are: the Texas State Proficiencies, Suggested Indicators of Student Teacher Progressive Development, the Student Teacher Progressive Development Initial Stage Observation Checklist, and Progressive Development Growth & Development Stage Observation Checklist." (Contains 15 references.) (JLS)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A