ABSTRACT

The goal of clinical practice is to enrich teacher candidate learning through enhanced field experiences. Evaluation is a key element of coteaching during which coteachers review their teaching and its impact on pupil learning. However, coteachers are challenged in enacting coevaluation, that is, a critique of the teacher candidate’s and clinical educator’s teaching. In this paper, dyad and triad evaluation of teaching practices in coteaching field experiences are discussed to illuminate barriers to enacting coevaluation that aligns with coteaching principles. Most preservice evaluation tools, systems, and structures are designed for compliance with consensus standards (Zeichner 2006); some of these structures focus upon teacher candidates’ competencies with limited emphasis on pupil learning. Using data from examinations of field instructor meetings with coteachers and interviews with clinical educators, we find that coevaluation meetings address pupil learning and improvement of practice along with accreditation and licensure. However, when evaluative instruments with a teacher competency emphasis are introduced, triad discourse about teacher development narrows. If we are to expand the field of teacher education to provide clinical field experiences that emphasise new ways of thinking and learning for all participants, then it is critical to understand how existing evaluative structures circumscribe teacher learning opportunities.

抽象的

临床实践的目标是通过增强现场经验来丰富教师候选人的学习。评估是网络教学的关键要素，在此期间，网络教学人员会审查他们的教学及其对学生学习的影响。但是，在制定共同评估方面，即对考生和临床教育者的教学进行批判时，幼儿教师面临着挑战。在本文中，讨论了在小班教学领域中对教学实践的二元和三元评估，以阐明制定与小班教学原则相一致的共同评估的障碍。大多数职前评估工具，系统和结构均旨在符合共识标准（Zeichner 2006）；这些结构中的一些结构着眼于教师应聘者的能力，而对学生学习的重视却有限。通过使用与新生教师进行的实地指导会议的考试以及与临床教育工作者的访谈获得的数据，我们发现共同评估会议可以解决学生的学习和实践改进以及认证和执照的问题。但是，当引入强调教师能力的评估工具时，关于教师发展的三合会论述就变窄了。如果我们要扩大教师教育的领域，以便为所有参与者提供强调新的思维和学习方式的临床实践经验，那么了解现有的评估结构如何限制教师的学习机会就变得至关重要。当引入强调教师能力的评估工具时，有关教师发展的三合会论述就变窄了。如果我们要扩大教师教育的领域，以便为所有参与者提供强调新的思维和学习方式的临床实践经验，那么了解现有的评估结构如何限制教师的学习机会就变得至关重要。当引入强调教师能力的评估工具时，有关教师发展的三合会论述就变窄了。如果我们要扩大教师教育的领域，以便为所有参与者提供强调新的思维和学习方式的临床实践经验，那么了解现有的评估结构如何限制教师的学习机会就变得至关重要。