La evaluación de la aplicación, impacto y evolución de la Evaluación de Desempeño de Maestros de California (PACT) y edTPA

Autores/as

  • Emilie Mitescu Reagan University of New Hampshire
  • Thomas Schram University of New Hampshire
  • Kathryn McCurdy University of New Hampshire
  • Te-Hsin Chang University of New Hampshire
  • Carla M. Evans Department of Education

DOI:

https://doi.org/10.14507/epaa.24.2176

Palabras clave:

formación docente de pregrado, enseñanza de evaluación del desempeño, certificación de maestros / licenciaturas, responsabilidad de los maestros, reforma educativa, políticas estatales

Resumen

Evaluaciones de desempeño sumativas en el área de formación docente, como la Evaluación de Desempeño de Maestros de California (PACT) y la edTPA, han sido promovidas como políticas destinadas a mejorar la calidad de la profesión docente y elevar sus prestigio profesional. Sin embargo, el desarrollo y la aplicación del PACT, y posteriormente  edTPA, no han estado exentas de polémicas y debate. El propósito de este artículo es evaluar la aplicación, impacto y evolución del PACT y edTPA. Para ello, se revisa la literatura sobre el impacto y la aplicación del PACT y analizamos críticamente las políticas de Estado en torno a edTPA. Planteamos preguntas sobre la política y las implicaciones prácticas de la evolución de la PACT y edTPA.

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Biografía del autor/a

Emilie Mitescu Reagan, University of New Hampshire

Emilie Mitescu Reagan is an Assistant Professor of Assessment and Policy at the University of New Hampshire. Her research interests include assessment of and accountability in teacher education using quantitative and mixed methods research. She has published articles in journals such as Teacher Education and Practice, Journal of Education for Teaching, Teacher Education Quarterly, and Educational Research Quarterly.

Thomas Schram, University of New Hampshire

Tom Schram is Associate Professor and Director of the Division of Educator Preparation at the University of New Hampshire, where he coordinates master’s-level credentialing programs in teacher education, special education, early childhood education, and counseling.  He is a founding member and Vice President of the New Hampshire IHE Network, a nonprofit consortium comprised of all the higher education educator preparation programs in the state. He has authored books on qualitative research design, served as a research consultant for the Teachers for a New Era (TNE) evidence team at Boston College, and was the lead qualitative researcher of a nationwide study on reform in mathematics education and the NCTM Standards.

Kathryn McCurdy, University of New Hampshire

Kathryn McCurdy is a PhD candidate in the education department at the University of New Hamsphire. Her research focuses on novice teacher learning, with an emphasis on what and in what ways support structures encourage development across the beginning years of teaching.  She is also interested in the perceptions of school principals as teacher educators, teacher evaluation systems, and teacher effectiveness.

Te-Hsin Chang, University of New Hampshire

Te-Hsin Chang is a PhD candidate in Outdoor/Experiential Education at the University of New Hampshire.  Her research interests include the student-teacher caring relationships building, moral education, adventure/experiential education, and cross-cultural research.

Carla M. Evans, Department of Education

Carla M. Evans is a doctoral student in the Education Department at the University of New Hampshire. Her research focuses on the impacts and implementation of assessment and accountability policies on teaching and learning. She is interested in all levels of the system (national, state, district, school, and classroom), and focuses on three policy areas at the forefront of educational reform: comprehensive assessment and accountability systems, performance-based assessments, and teacher/teacher preparation program effectiveness initiatives.

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Publicado

2016-01-24

Cómo citar

Reagan, E. M., Schram, T., McCurdy, K., Chang, T.-H., & Evans, C. M. (2016). La evaluación de la aplicación, impacto y evolución de la Evaluación de Desempeño de Maestros de California (PACT) y edTPA. Archivos Analíticos De Políticas Educativas, 24, 9. https://doi.org/10.14507/epaa.24.2176

Número

Vol. 24 (2016)

Sección

Articles