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Student's Dissatisfaction With Teacher Education

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Education schools have been variously criticized as ineffective in preparing teachers for their work, unresponsive to new demands, remote from practice, and barriers to the recruitment of bright college students into teaching (Hammond, 2000). Voices of dissatisfaction have been raised from within the profession as well. These voices, however, have urged the redesign of teacher education to strengthen its knowledge base, its connections to both practice and theory, and its capacity to support the development of powerful teaching (Hammond, …show more content…

During the 1990s, teacher education was conceptualized as essentially learning problem. The assumption was that, excellent teachers were professionals who were knowledgeable about subject natter and pedagogy, and as a result, teacher education programs sought to develop in their students the knowledge, skills and dispositions needed to function as decision makers. Recently, teacher education has been conceptualized as a policy problem in terms of teacher impact on student learning.
The rhetoric of school improvement has changed from one of “school reform” to one of “school restructuring” (Darling-Hammond, 2001). Restructuring extends beyond efforts to make the old system work better—trying to do the same things a little harder or more efficiently—to an overall rethinking of the design and structure of schools and teaching, of educational systems and the profession as a …show more content…

According to Krippendorff (2004), there are three types of reliability: stability, reproducibility, and accuracy. Reproducibility is the extent to which a content classification procedure produces the same results by more than one different analyst when the same text is coded. Reproducibility is referred to as interceder reliability, which is a measure of reproducibility used to assess the degree to which different judges or raters agree in their assessment decisions. The content analysis of program of study, catalog of course descriptions and analysis of course syllabus (plan), was conducted by three faculty members of the art teacher preparation program. In this study, the reliability was calculated by two different agreement coefficients: percent agreement and Cohen 's kappa for the two standards

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