All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Looking Toward the Future Through Reflection on INTASC
Unformatted Document Text:  for performance-based assessment of candidates through its ten basic teaching principles focused on teacher knowledge, skills, and dispositions (Darling-Hammond, Wise, & Klien, 1995; Guzenhauser, 1994; Harris, 1997; Ingersoll & Kinman, 2002; Ladson-Billings & Darling-Hammond, 2000; Murray, 2001). Although the principles provide a rational set of standards against which to measure beginning teacher performance, they also serve as measurable benchmarks for assessing teacher candidate performance throughout the program and as a tool for supporting candidate reflection (Ingersoll & Kinman, 2002). INTASC helps to answer the question, "What do our candidates need to know and do to provide the best quality of education for learners?" Ingersoll and Kinman (2002) report that various researchers have found that specific constructs which teacher candidates perceive to underlie the teaching process remain constant across the pre-service experience in coursework and practical experience. Candidates seem hesitant or resistant to change from their initial views on teaching and learning. Ingersoll and Kinman (2002) state that "it may be reasonably expected that belief systems and the effectiveness of teacher education programs will interact with personal predispositions" (p. 4). This suggests that if candidates' views are acknowledged and recognized, the education program might have more influence in changing some of the conceptions that are actually misconceptions. Mueller and Scamp (2003) speculate that as teacher educators "listen to the voices of students they teach, opportunities emerge for meaningful pedagogical conversation that involve reflecting on teaching and learning together" (p. 430). Reflection, therefore, can serve as a vehicle to support the construction of new ways of knowing by providing opportunities to express opinions as well as listen to other. C. Contribution : It is virtually impossible to know what the future will hold. Expectations of what our candidates should know and be able to do are changing as the demands of the role of education changes. Only by facilitating the development of truly reflective educators will we be able to meet the challenges of knowing what skills and strategies are effective in preparing a “cognitively, culturally, and linguistically diverse student population for the future.” Our research provides a model for supporting the development of reflective teachers to meet the future needs of schools and students.D. Relevance: Accountability in our programs will continue to be a concern. It is critical that we find ways of documenting candidate growth over the course of their programs through methods that create links between

Authors: Shaeffer, Margaret. and Holdman, Linda.
first   previous   Page 2 of 3   next   last



background image
for performance-based assessment of candidates through its ten basic
teaching principles focused on teacher knowledge, skills, and
dispositions (Darling-Hammond, Wise, & Klien, 1995; Guzenhauser,
1994; Harris, 1997; Ingersoll & Kinman, 2002; Ladson-Billings &
Darling-Hammond, 2000; Murray, 2001). Although the principles
provide a rational set of standards against which to measure beginning
teacher performance, they also serve as measurable benchmarks for
assessing teacher candidate performance throughout the program and
as a tool for supporting candidate reflection (Ingersoll & Kinman,
2002). INTASC helps to answer the question, "What do our candidates
need to know and do to provide the best quality of education for
learners?"
Ingersoll and Kinman (2002) report that various researchers
have found that specific constructs which teacher candidates perceive
to underlie the teaching process remain constant across the pre-
service experience in coursework and practical experience. Candidates
seem hesitant or resistant to change from their initial views on
teaching and learning. Ingersoll and Kinman (2002) state that "it may
be reasonably expected that belief systems and the effectiveness of
teacher education programs will interact with personal predispositions"
(p. 4). This suggests that if candidates' views are acknowledged and
recognized, the education program might have more influence in
changing some of the conceptions that are actually misconceptions.
Mueller and Scamp (2003) speculate that as teacher educators "listen
to the voices of students they teach, opportunities emerge for
meaningful pedagogical conversation that involve reflecting on
teaching and learning together" (p. 430). Reflection, therefore, can
serve as a vehicle to support the construction of new ways of knowing
by providing opportunities to express opinions as well as listen to
other.
C. Contribution :
It is virtually impossible to know what the future will hold.
Expectations of what our candidates should know and be able to do
are changing as the demands of the role of education changes. Only
by facilitating the development of truly reflective educators will we be
able to meet the challenges of knowing what skills and strategies are
effective in preparing a “cognitively, culturally, and linguistically
diverse student population for the future.” Our research provides a
model for supporting the development of reflective teachers to meet
the future needs of schools and students.
D. Relevance:
Accountability in our programs will continue to be a concern. It
is critical that we find ways of documenting candidate growth over the
course of their programs through methods that create links between


Convention
All Academic Convention makes running your annual conference simple and cost effective. It is your online solution for abstract management, peer review, and scheduling for your annual meeting or convention.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 2 of 3   next   last

©2012 All Academic, Inc.