According to a study released a few months ago by the National Council on Teacher Quality — a study that reported that three-quarters of the nation's teaching programs are, "at best," mediocre — "the field of teacher preparation has rejected any notion that its role is to train the next generation of teachers".
In the top left screen teacher 2 and Harrison are in the visual field of teacher 1.
In this analytical article, the author discusses strategies and possibilities in the emerging field of teacher development program evaluation.
Thus, despite these initiatives, the field of teacher education is still in need of ideas for meaningful experiences of using TEL, specifically addressed to pre-service teachers.
Although new approaches have been introduced to the field of teacher education and evaluation, it has been a long time that teacher evaluation was through the students' assessment of teachers' teaching.
Although later classroom observation, student evaluation questionnaire, teacher individual interviews, teacher self-evaluation, and teacher testing (Santiago and Benavides 2009; Smith et al. 2004) were introduced to the field of teacher evaluation, they provide little insights about how to improve teaching practice (Duckor et al. 2014).
"The field of teacher preparation has rejected any notion that its role is to train the next generation of teachers," the authors write.
According to a scalding report recently issued by a private group that calls itself the National Council on Teacher Quality, "The field of teacher preparation has rejected any notion that its role is to train the next generation of teachers" (6).
My sense is that until and unless the field of teacher preparation owns actual measurement and evaluation of its hypotheticals, it is hard to imagine any systematic gains in impact or quality.
This research is also based on a desk review of the European education policies, as well as of the studies and analyses conducted in the past years in the field of teachers' training.
