The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations
The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations
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DOI：
10.1177/00224871231180214
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发表时间：
2023-06
影响因子：
3.9
通讯作者：
Jeremy Zelkowski;Tye G. Campbell;A. Moldavan
中科院分区：
文献类型：
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作者：
Jeremy Zelkowski;Tye G. Campbell;A. Moldavan
问责措施很快就进入了正式的教师培训计划。作为回应，我们介绍了结构方程模型与路径分析在中学数学教师准备中的应用，作为一种方法来测试模型，以了解与著名专业组织的推荐和进入教师职业的标准之间的关系的强度。这项纵向、为期6年、为期5年的队列研究考察了课程设计排序和核心组成部分(内部测量)与外部得分高风险教师资格考试组合的关系，该考试组合旨在衡量教学内容知识和第一年教师准备情况。内部测量和程序排序模型解释了49.2%与标准化结果教学档案袋考试有关的变异，并使用高能力和中到大效应统计。我们根据专业组织、政府和认证标准的建议，为教师培训提供影响。结果应该会激发讨论，并为未来的研究工作提供动力。
Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts.