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Professional behavior assessment: Building and measuring professionalism in preservice teachers

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dc.contributor.author Stoddard, Kim
dc.contributor.author Braun, Bonnie
dc.contributor.author Dukes III, Lyman
dc.contributor.author Koorland, Mark A.
dc.contributor.author Hewitt, Margaret
dc.date.accessioned 2006-09-02T14:27:45Z
dc.date.available 2006-09-02T14:27:45Z
dc.date.issued 2006-08
dc.identifier.issn 1558-7320
dc.identifier.uri http://hdl.handle.net/1951/35266
dc.description.abstract Influenced by national accreditation mandates, teacher preparation programs are beginning to examine more carefully the assessment and instruction of preservice teachers’ professional behaviors and dispositions. We conducted a pilot evaluation to examine the outcomes of specialized instruction regarding professional behavior for preservice teachers in special education. The evaluation employed field setting supervisor ratings for each of eight preservice teachers. Field supervisor assessments occurred at six points during the semester. Four students were assigned to a special section of a normally required seminar in which we explicitly taught characteristics of basic professional behavior. Four other students were assigned to a typical seminar associated with the field experience offering didactic instruction alone about professional behavior. During specialized instruction students read, discussed, and authored their own hypothetical case studies about preservice students, and they rated the cases using both a faculty developed Professional Behavior Assessment (PBA) instrument and rubrics. Field supervisor ratings using the same PBA instrument did not clearly support one training approach over the other. Preservice teachers, however, reported that the discussion and rating of case studies provided a much clearer understanding of professional behavior. The challenges of performing reliable evaluation of growth in teacher professional behavior are discussed. en
dc.format.extent 82435 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.relation.ispartofseries Journal of Authentic Learning en
dc.relation.ispartofseries vol. 3, no. 1 en
dc.subject professional behavior en
dc.subject dispositions en
dc.subject teacher education en
dc.subject assessment of dispositions en
dc.title Professional behavior assessment: Building and measuring professionalism in preservice teachers en
dc.type Article en

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