Browsing by Author "Rittershaussen, Sylvia"

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    Defining content for field-based coursework: Contrasting the perspectives of secondary preservice teachers and their teacher preparation curricula
    (PERGAMON-ELSEVIER SCIENCE LTD, 2011) Montecinos, Carmen; Walker, Horacio; Rittershaussen, Sylvia; Nunez, Claudio; Contreras, Ines; Cristina Solis, Maria
    The current study examined changes and continuities in how 11 secondary teacher preparation programs and 743 preservice teachers conceptualized the content and sequence of field-based teacher preparation. Although curricula and candidates differed regarding the knowledge each deemed as most relevant for field-based preparation, they largely agreed on the types of learning activities considered as most meaningful for the acquisition of that knowledge base. Possible explanations for these discrepancies and continuities are discussed. (C) 2010 Elsevier Ltd. All rights reserved.
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    Standards-based performance assessment for the evaluation of student teachers: a consequential validity study
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2010) Montecinos, Carmen; Rittershaussen, Sylvia; Cristina Solis, Maria; Contreras, Ines; Contreras, Claudia
    The instrument Samples of Teaching Performance (STP) was developed to assess student teachers' capacity to plan, deliver and evaluate a unit of instruction. The current study reports consequential validity data collected from supervisors (n = 20) and student teachers (n = 62) from three elementary and five secondary teacher preparation programs in Chile that participated in the field-testing of the STP. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process. These findings are complemented by an analysis of the STP scores obtained by 24 student teachers, which showed better development of instructional skills when compared to pedagogical reasoning and reflection. These results raise questions about the structure of student teaching to support the implementation of standards-based assessments that entail tasks at different levels of cognitive complexity.