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ERIC Number: ED443789
Record Type: Non-Journal
Publication Date: 2000-Apr-24
Pages: 15
Abstractor: N/A
Reference Count: N/A
Standards-Driven, Practice-Based Assessment of Pre-Service Teacher Education. A Focus on Subject Matter Knowledge and Competence in Social Studies.
Myers, Charles B.; Crowe, Alicia R.
This paper chronicles the development of national performance-based, subject matter knowledge and competencies standards for the preparation of new social studies teachers, exploring the implications of their recent implementation by colleges and universities nationally. The standards are at the forefront of performance assessments of beginning teacher knowledge and competence in their subject matter and serve as prototypes for new performance standards in all subject matter areas. Since March 1999, they have been required for national approval of social studies teacher education programs in the National Council for Accreditation of Teacher Education accreditation process for preservice teacher education. The paper describes: the national performance-based, subject matter standards-setting process for assessing new teachers and preservice teacher education programs in social studies; the current use of the performance-based, social studies subject matter standards as prototypes for all subject matter standards for new teachers and the preservice programs that prepare them; and implications of using performance-based, subject matter standards as they are being put into place and required for state teacher licensing and institutional teacher education program approval. (Contains 46 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A