ERIC Number: ED481050
Record Type: RIE
Publication Date: 2002-Apr
Student Self-Evaluation of Teaching Abilities at Graduation from GC&SU Teacher Education in the Initial Preparation Program Validity Study April 2002.
This study investigated whether preservice teachers' self-ratings of their skills and knowledge were comparable to the ratings of the same set of skills by their closets faculty members, in this case, their assigned mentor leaders. The participants were eight cohorts of students receiving their initial teacher certification and about to graduate. The eight mentor leaders had served as advisors for these students for their junior and senior years in most cases, although the two graduate-level cohorts had only been together for one school year in secondary education. Both groups completed identical Likert-type questionnaires, and the Spearman Rho was used to correlate the sets of answers. Results were as expected for the most part; students rated themselves higher than the mentor leader did. The best correlation was found in the estimation of technology skills, ability to choose teaching materials, and the ability to design teaching units. Correlations for leadership and ability to plan lessons were also statistically significant, although lower than expected. A secondary analysis comparing the percentage of just ratings of excellent was done for the set of questions. Three of the mentor leaders had moderate to high correlations with their students' self-ratings for the set of abilities. Since 93% of the students regarded their overall ability to begin teaching as good or excellent, and 93% of their mentor leaders felt the same, students' responses can be regarded as valid, and it can be expected that they will have a successful first year of teaching. With regard to specific abilities, the mentor leaders could stress more self-evaluation or collect more data about the lowest correlated skills and abilities. An appendix contains the forms used in the study. (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A