The regulatory effects of high-stakes accountability in preservice teacher evaluation

Kessler, Meghan A.

doi:10.1080/10476210.2019.1685485

Cited by 2 publications

(1 citation statement)

References 21 publications

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“…Preservice educators who express disinterest in any subject they were required to learn during their K-12 schooling, often feel disconnected from the subject, even when becoming practicing teachers (Kessler, 2021).To exemplify, Streit's (2018) research that examined preservice teachers' detachment in learning found that teacher candidates who fell into this grouping often lacked mindfulness, or the awareness of what they were learning, primarily due to external factors in their lives. Chang's (2018) research explained that when disengaged preservice teachers begin teaching during their internship and are faced with instructional challenges such as standardized testing, conflicting personal beliefs, language/ communication issues, and/or having a lack of content knowledge, they often find it difficult to cross over the line from "studenthood" to "teacherhood" (p. 48), and as a result, fall back on how and what they were taught in their prior schooling.…”

Section: Curriculum and Instructionmentioning

confidence: 99%

Untitled

2023

AJE

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All ATINER's publications including its e-journals are open access without any costs (submission, processing, publishing, open access paid by authors, open access paid by readers etc.) and is independent of presentations at any of the many small events (conferences, symposiums, forums, colloquiums, courses, roundtable discussions) organized by ATINER throughout the year and entail significant costs of participating. The intellectual property rights of the submitting papers remain with the author. Before you submit, please make sure your paper meets the basic academic standards, which includes proper English. Some articles will be selected from the numerous papers that have been presented at the various annual international academic conferences organized by the different divisions and units of the Athens Institute for Education and Research. The plethora of papers presented every year will enable the editorial board of each journal to select the best, and in so doing produce a top-quality academic journal. In addition to papers presented, ATINER will encourage the independent submission of papers to be evaluated for publication.The current issue is the fourth of the tenth volume of the Athens Journal of Education (AJE), published by the Education Unit of ATINER.

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Section: Curriculum and Instructionmentioning

confidence: 99%

Untitled

2023

AJE

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Performative enactments of teacher evaluation: Two preservice teachers and the edTPA

Kessler

2020

Policy Futures in Education

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Teacher preparation and preservice evaluation practices in the US have seen increasing influence from social efficiency and productivity logics. While analyses of the impacts of such neoliberal ascendancies are diverse and numerous, this article focuses closely on the impact of neoliberalism in preservice teacher evaluation and its impact on new teacher development. In particular, the teacher candidates who participated in this study shared their experiences with and perceptions of the edTPA, a relatively new, standardized portfolio licensure assessment published by Pearson, Inc. Analysis of qualitative case study data found that the regulatory influence of external surveillance created tensions with teacher candidates’ desire to learn and grow whilst completing their evaluation materials. Furthermore, analysis found that these candidates’ critical perspectives implicated their completion of evaluation materials. When more critical of neoliberal influences in evaluation policy, candidates’ materials were constructed in a performative manner.

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The regulatory effects of high-stakes accountability in preservice teacher evaluation

Cited by 2 publications

References 21 publications

Untitled

Untitled

Performative enactments of teacher evaluation: Two preservice teachers and the edTPA

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