The Teacher Performance Assessment: Reflections on the Pedagogical Thought Processes of Three Student Teachers

Document Type

Article

Publication Date

2010

Abstract

The impact of the Teacher Performance Assessment (TPA) on three pre-service teachers’ pedagogical thought processes and self-perceptions is the focus of this study. Qualitative research procedures included interviews, observations, and coding of the pre-service teachers’ written documents. Emerging themes and implications for teacher education include variance in: 1) the pre-service teachers’ ability to analyze and articulate learner outcome results; 2) how they thought they impacted student learning; and 3) their locus of control.

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