Políticas da Política: avaliação da implementação, impacto e evolução da Avaliação de Desempenho para Professores da Califórnia (PACT) e edTPA

Autores

  • 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

Palavras-chave:

ensino de professores na graduação, ensino de avaliação de desempenho, e certificação de professores, responsabilidade do professor, reforma educacional, Políticas de Estado

Resumo

Avaliações de desempenho sumativas na área de formação de professores, como a Avaliação de Desempenho para Professores da Califórnia (PACT) e edTPA, têm sido promovidas como políticas que melhoram a qualidade da profissão docente e elevaram a posição profissional. No entanto, o desenvolvimento e implementação de PACT, e depois edTPA, não foram sem controvérsias e debates. O objetivo deste artigo é avaliar a implementação, o impacto e a evolução do PACT e edTPA. Avaliamos a literatura sobre o impacto e a execução de PACT  e analisamos criticamente as políticas estatais ao redor edTPA. Se apresentam questões sobre as políticas e as implicações práticas da evolução do PACT e edTPA.

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Biografia do Autor

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

Como Citar

Reagan, E. M., Schram, T., McCurdy, K., Chang, T.-H., & Evans, C. M. (2016). Políticas da Política: avaliação da implementação, impacto e evolução da Avaliação de Desempenho para Professores da Califórnia (PACT) e edTPA. Arquivos Analíticos De Políticas Educativas, 24, 9. https://doi.org/10.14507/epaa.24.2176

Edição

v. 24 (2016)

Seção

Articles