The Performance Assessment of Teacher Candidates in the U.S.A. and the Implication for Field Experience Evaluation of Student Teachers in China

LI Zhengyun<sup>1,2</sup>, LIU Xiangjuan<sup>1</sup>

doi:10.13718/j.cnki.jsjy.2018.04.013

Journal of Teacher Education

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2018 Volume 5 Issue 4

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LI Zhengyun1,2, LIU Xiangjuan1. The Performance Assessment of Teacher Candidates in the U.S.A. and the Implication for Field Experience Evaluation of Student Teachers in China[J]. Journal of Teacher Education, 2018, 5(4): 95-101. doi: 10.13718/j.cnki.jsjy.2018.04.013

Citation:

LI Zhengyun^1,2, LIU Xiangjuan¹. The Performance Assessment of Teacher Candidates in the U.S.A. and the Implication for Field Experience Evaluation of Student Teachers in China[J]. Journal of Teacher Education, 2018, 5(4): 95-101. doi: 10.13718/j.cnki.jsjy.2018.04.013

The Performance Assessment of Teacher Candidates in the U.S.A. and the Implication for Field Experience Evaluation of Student Teachers in China

LI Zhengyun^1,2, LIU Xiangjuan¹

1. College of Education and Science, Hunan Normal University, Changsha 410081, China;2. Center of Teacher Education Research, Hunan Normal University, Changsha 410081, China

More Information

Received Date: 11/12/2017

Abstract

Performance Assessment is of great importance in promoting the professional development of teacher candidates. The Early Childhood Education (edTPA project) in the U.S.A. covers the whole teaching process of planning, instructing and assessing. It has the characteristics of comprehensive evaluation, specific evaluation criteria, self-reflection, and the objectivity of evaluation results. All of those characteristics have implications for the reform of teaching practicum in China.
- United States,
- edTPA project,
- preschool education,
- teacher candidates,
- assessment of educational practice

References

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