This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Raths, J. Articles by Lyman, F. Search for Related Content Social Bookmarking                         What's this?

Summative Evaluation of Student Teachers

An Enduring Problem

University of Delaware

Frank Lyman

University of Maryland, College Park

This article proposes that teacher education faculty are not taking sufficient care in preventing weak, incompetent student teachers from attaining state licenses. Several factors that contribute to this problem are cited and discussed. One explanation accounting for the difficulty in withholding licensure from weak students is that the concept of incompetence is not sufficiently clear. Responding to this explanation, the authors make the following two distinct contributions: (a) They place incompetence in a continuum of teaching behaviors from criminality and malpractice through best practice; and (b) teaching acts in specific settings are pronounced as indicators of teacher incompetence. The article concludes with significant caveats that need to be taken into account as the definitions of incompetence are shared or adopted.

Key Words: teacher evaluation • teacher competency • teacher skills • teacher licensure • teaching indicators • teaching incompetence

Journal of Teacher Education, Vol. 54, No. 3, 206-216 (2003)
DOI: 10.1177/0022487103054003003


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?