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ERIC Number: EJ1097994
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1083-6470
Documenting Teacher Candidates' Professional Growth through Performance Evaluation
Brown, Elizabeth Levine; Suh, Jennifer; Parsons, Seth A.; Parker, Audra K.; Ramirez, Erin M.
Journal of Research in Education, v25 n1 p35-47 2015
In the United States, colleges of education are responding to demands for increased accountability. The purpose of this article is to describe one teacher education program's implementation of a performance evaluation tool during final internship that measures teacher candidates' development across four domains: Planning and Preparation, Instruction and Management, Assessment, and Personal and Professional Development. Researchers examined data collected via midpoint and final internship evaluations across three program tracks using a measure created by the authors entitled the Profile for Evaluation of Intern (PEI). Although this measure is still in its preliminary phases, data analyses indicated positive, statistically significant differences across three tracks on 16 criteria on the performance evaluation tool and on candidates' overall "grand" averages at the midpoint evaluation; however, no statistically significant differences remained at the final evaluation point. Benefits and challenges involved in employing a performance evaluation tool in teacher preparation are discussed. Implications for teacher educators, including recommendations for programmatic design and suggestions for how such tools inform program development and the field of teacher education, are discussed.
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A