ABSTRACT

Across the world, teacher quality has come to be recognised as one of the most important variables affecting student outcomes; consequently, the regulation of entry into the profession is the subject of iterative review. The traditional ‘one-off’ interview, involving an interviewee and two or more interviewers, is a common, but not unproblematic, selection mechanism in the field. In particular, the modest positive correlation between performance at interviews and in clinical settings raises questions about using interviews as a selection mechanism for Initial Teacher Education (ITE) programmes. In this paper, we draw on validity theory and some key commentaries and studies in the research literature to offer a perspective on the extent to which the traditional interview provides data that can be used to make good decisions about applicants for ITE. The paper proposes a validity-based framework for use by practitioners to enhance the conceptualisation, design and evaluation of interviews in the process of teacher selection.

摘要

在世界范围内，教师素质已被认为是影响学生学习成绩的最重要变量之一。因此，对进入该行业的规定是反复审查的主题。传统的“一次性”采访由受访者和两个或两个以上的采访者组成，是该领域中常见但并非毫无问题的选择机制。特别是，面试和临床表现之间适度的正相关性提出了有关将面试作为初始教师教育（ITE）计划选择机制的问题。在本文中，我们借鉴有效性理论以及研究文献中的一些关键评论和研究，以期就传统面试提供可用于对ITE申请人做出良好决策的数据的程度提供一个观点。