On-Entry Teacher Screening Using Simulation: Capturing and Measuring ITE Candidates' Non-Academic Teaching Dispositions
Saved in:
| Title: | On-Entry Teacher Screening Using Simulation: Capturing and Measuring ITE Candidates' Non-Academic Teaching Dispositions |
|---|---|
| Language: | English |
| Authors: | Peter R. Whipp, Chad Morrison, Susan Ledger, Antoinette Geagea |
| Source: | Journal of Education for Teaching: International Research and Pedagogy. 2024 50(4):643-659. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Teacher Evaluation, Teaching Skills, Teacher Characteristics, Evaluation Methods, Simulation, Foreign Countries, Screening Tests, Self Esteem, Resilience (Psychology), Personality Traits, Readiness, Preservice Teacher Education |
| Geographic Terms: | Australia |
| DOI: | 10.1080/02607476.2024.2327078 |
| ISSN: | 0260-7476 1360-0540 |
| Abstract: | Australian universities are mandated to implement non-academic on-entry evaluations for all initial teacher education candidates. Universities have introduced interviews, written applications, psychometric tests, and more recently, simulation. This research sought to determine if simulation as an evaluation tool had utility as a measure of teaching dispositions and its utility in measuring candidates' pre-existing dispositions such as self-confidence, resilience, and conscientiousness during and after a classroom simulation evaluation session. The mixed method design explored students' perceptions of the effectiveness of the simulation tool and evaluation of their own on-entry performance. The findings showed that the utility, fairness and validity of on-entry assessments of this entry requirement were justified and candidates' self-confidence as a distal measure of classroom preparedness was affirmed. The implications of these data and findings include the refinement of processes and tools for assessing non-academic teaching dispositions and an expanded evidence base for assessing the suitability of candidates for initial teacher education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1433294 |
| Database: | ERIC |
Be the first to leave a comment!
