NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED440063
Record Type: Non-Journal
Publication Date: 2000-Feb-27
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Program Accountability for Beginning Teachers' Subject Matter Knowledge and Competency and How To Meet the Challenge. A State's Perspective on Program Accountability for Teacher Education Graduates' Competency.
Wilkerson, Judy R.
This paper discusses strategies related to the challenge of program accountability for subject matter knowledge and competency among beginning teachers. It focuses on reaching common understandings of three key concepts (accountability, subject matter knowledge, and competence), presenting them from the perspective of the state of Florida. Florida has a System of School Improvement and Accountability that guides the work of practitioners in the K-12 system and in teacher preparation programs. The state uses the program approval process to hold institutions accountable. Florida has a mixed degree of success in defining knowledge, skills, and dispositions, which limits the state's ability to define both knowledge and competence. The content standards for teachers are harder to define than standards for children. Florida has defined the general pedagogical skills for content areas and for other professional/pedagogical skills. The state has also identified factual knowledge teachers should have. However, there are no pedagogical skills outlined for the content areas. Florida determines whether or not institutions are ensuring the competence of their graduates by requiring that they answer three critical questions via an Institutional Program Evaluation Plan. The paper concludes by making suggestions about how to meet the challenge of program accountability. (SM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida