Exemplary Performance of Pre-service Teachers Defined Geri Corcoran Charles Xiaoxue Wang Instructional Technology Program Georgia State University Short Description Exemplary performance is the performance against which all others should measure themselves. Pre-service teachers cannot strive for exemplary performance unless the exemplary model has been defined. A performance analysis was conducted to depict both actual and exemplary performance of pre-service teachers to find out the performance gaps. This proposal describes the design, implementation, analysis of this project with a focus on exemplary performance of pre-service teachers and its implications for teacher preparation programs. Abstract Introduction: The Department of Middle Secondary Education was the first department at Georgia State University to provide alternative paths to the teaching profession. Starting in 1994, programs leading to teaching certificates were designed in foreign language, mathematics and science (Dias & Hassard, 2001). They are called The TEEMS Programs (Teacher Education Environments in Mathematics and Science). As these programs evolve, there is a great need to depict the actual and exemplary teaching performance of the pre-service teachers in TEEMS programs and reveal the performance gaps for their improvement. A performance analysis project was conducted at Georgia State University by a group of faculty and students taking a doctoral seminar course of Human Performance Technology (HPT). The project last for about three month and produce a huge amount of data regarding teaching performance of pre-service teachers. This proposal describes the design, implementation, analysis of this project with a focus on exemplary performance of pre-service teachers and its implications for teacher preparation programs. Key Terms: The working definitions of the key terms and concepts used in this proposal includes the following. Pre-service Teachers: Pre-service teachers are students in educational programs that prepare them to obtaining their teaching certificates and become professional teachers. Specifically in this project, pre-service teachers are students in the TEEMS programs at Georgia State University. The teaching experience of pre-service teachers is usually limited to their student- teaching assignments where they share the stage with an experienced professional teacher. Performance: The outcomes of behavior (NIckols, 19XX). Accomplishments that we value (Gilbert, 19XX). In this teaching performance analysis project, accomplishment are measured in five key areas. 1) foundational knowledge and skill in their area of specialization, 2) application of pedagogical theories, 3) technology integration, 4) design and development of learning/instructional materials, and 5) social and communication skills. Typical Performance: Performing with average competence among the per-service teachers. Exemplary Performance: The worth of the historically best instance of the performance (Gilbert, 19XX). In this proposal, it refers to the worth of best instances in above five key areas of teaching performance identified among the pre-service teachers. Design and Implementation: This performance analysis project was designed and implemented by a group of faculty and students taking a doctoral seminar course of human performance technology at Georgia State University. It was designed to define exemplary performance in support of several subsequent analyses, which included definition and measurement of the performance gap between typical pre-service teacher performance and exemplary pre-service teacher performance; and identification of potential support tools that may help new teachers bridge the gap between typical and exemplary performance. The first phase of the project included refining the intention of the project. Subject matter experts (SMEs) were asked to confirm the reasonableness of the project proposal. In the second phase, a plan for executing the project and sample data-gathering instruments were created and reviewed by SMEs. The data-gathering instruments were structured interviews and surveys. A beta test of the instruments and data collection methods occurred during the second phase. Three other university faculty members experienced with research and instrument development reviewed and validated the instruments. The third phase was the data-gathering phase. The researchers were divided into two groups. Although all project team members participated in the design of the project, methods, and instruments, they implemented the project separately to increase the reliability of the analysis. In the fourth phase, an initial synthesis of the data was performed. All stakeholders in the project reviewed the preliminary data to determine if further analysis was required. The fifth phase was the final phase in which the formal research report of findings and recommendations was written. The data collected by each group was collected from similar sources at six levels: 1) department heads, 2) TEAM program coordinators, 3) TEAM program teachers, 4) mentors and administrators of new teachers, 5) new teachers in teaching practice, 6) students of those new teachers in teaching practice. The data collected were analyzed and interpreted together by all of the researches of both groups. Results: Exemplary new teachers demonstrate a high level of confidence five key areas: 1. Foundational knowledge and skill in their area of specialization 2. Application of pedagogical theories 3. Technology integration with their curriculum 4. Design and development of learning materials 5. Their social and communication skills The results of this research have implications for students as well as pre-service teaching programs. Complete project results will be presented with actual data and the instruments used to collect the data. References: Dais, M. & Hassard, J. (2001) From practice to theory, narrowing the gap: First year science teachers emerging from a constructivist science education program. Paper presented at the Annual Meeting of the Assciation for Education of Teachers in Science, Costa Mesa, California, January 18-21, 2001. Add other references here.
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