ERIC Number: ED412227
Record Type: Non-Journal
Publication Date: 1997-Mar-25
Portfolio Talk: Educational Researchers, Teachers, Teacher Educators, and Members of the Connecticut Department of Education Talk about B.E.S.T. Practice in Professional Development: Beginning Educator Support and Training: Teacher Educator's Perspective.
Rearick, Mary L.
The Connecticut Department of Education is in the process of generating a new Beginning Educator Support and Training Program (B.E.S.T.), which features a vision for the future, standards for elementary teaching, and performance and portfolio assessments. The aim is to develop a fluid plan for professional development of teachers. This case study describes how faculty in the teacher education program at the University of Hartford participate in teacher education in Connecticut. It highlights the ways in which the University's approach compares with, contradicts, and ultimately complements the approach of the state department of education. Both the state and the university conceptualize teacher education as a life-long learning process. At the University, the vision, goals, performance assessment tools, and portfolios are grounded in research on developmental and reflective practice. Connecticut's portfolio system favors teachers who are rational, analytical thinkers, verbally gifted, and reflective. The University of Hartford uses a transactional model of communication to develop a shared language about teaching and learning. The professional development program stresses the value of autobiography and social analysis as ways for the teacher to develop expertise in moral reasoning. Preservice teachers learn to be teacher researchers at the University. The state program focuses on the assessment of professional knowledge and accountability to national standards. The program at the University, although different in emphasis, is complementary in its emphasis on reflection and supportive networks. (Contains 4 figures and 42 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut