Judging teacher candidates' readiness to teach
Judging teacher candidates' readiness to teach
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判断教师候选人的教学准备程度
DOI：
10.1016/j.tate.2013.03.002
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发表时间：
2013
影响因子：
3.9
通讯作者：
Vivienne Mackisack
中科院分区：
文献类型：
--
作者：
M. Haigh;Fiona Ell;Vivienne Mackisack
对复杂的表现（如教学）做出判断是一个复杂的过程。高风险的判断，如确定未来的教师是否有能力以显着影响学生成绩的方式教学，涉及有意识和无意识的过程。在这项研究中，社会判断理论被用来更好地理解判断的“准备教学”。挖掘到教师和教师在他们的决定准教师的理解和使用的证据，一个任务的开发，探讨了这个问题：什么方面的教师候选人的做法时，他/她的“准备教”的判断被认为是？
Making judgments about complex performances, such as teaching, is a sophisticated process. High stakes judgments, such as determining whether a prospective teacher is capable of teaching in ways that impact significantly on student outcomes, involve both conscious and unconscious processes. In this study, Social Judgment Theory was used to better understand judgments of ‘readiness to teach’. To tap into the understandings and evidences used by teachers and faculty in making their decisions about prospective teachers, a task was developed that explored the question: What aspects of a teacher candidate's practice are considered when judgments of his/her ‘readiness to teach’ are made?