Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17869
Title: Observation on teacher quality: Critical analysis on observational instruments in pre-service teacher performance assessment
Authors: Caughlan, S.
Jiang, Heng
Issue Date: 2014
Citation: Caughlan, S., & Jiang, H. (2014). Observation on teacher quality: Critical analysis on observational instruments in pre-service teacher performance assessment. Journal of Teacher Education, 65(5), 375-388. http://dx.doi.org/10.1177/0022487114541546
Abstract: Teacher preparation programs commonly use observational instruments to assess the progress and the exit performances of teacher candidates. However, while these instruments have been described and several have been studied for effectiveness, the field lacks a close examination of how they position participants: teacher candidates, K-12 pupils, and teacher educators. This paper closely examines three classroom observation instruments used in preservice programs. We use critical discourse analysis and systemic-functional linguistics to examine how the grammar of these instruments assigns agency and positions participants as teachers and learners, and define their larger discourses of professionalism and accountability. We argue that instruments differ in the extent to which they grant participants agency, thus influencing the assumed pedagogical relations among the teacher educator, teacher candidate, and K-12 pupils. Instruments are not neutral, but reflect the values of the programs that use them, inflected by often contradictory discourses of teacher and student learning.
Description: This is the final draft, after peer-review, of a manuscript published in Journal of Teacher Education. The published version is available online at http://dx.doi.org/10.1177/0022487114541546
URI: http://hdl.handle.net/10497/17869
ISSN: 0022-4871 (print)
1552-7816 (online)
Other Identifiers: 10.1177/0022487114541546
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