Navegando por el terreno disputado de la política y la práctica de la formación docente: Los autores responden a SCALE

Autores/as

  • Nick Henning California State University, Fullerton
  • Alison G. Dover California State University, Fullerton http://orcid.org/0000-0001-7248-9632
  • Erica K. Dotson Clayton State University
  • Ruchi Agarwal-Rangath University of San Francisco
  • Christine D. Clayton Pace University
  • Martha K. Donovan Georgia State University
  • Susan Ophelia Cannon Georgia State University http://orcid.org/0000-0003-3858-3603
  • Stephanie Behm Cross Georgia State University
  • Alyssa Hadley Dunn Michigan State University

DOI:

https://doi.org/10.14507/epaa.26.3745

Palabras clave:

SCALE, edTPA, educación docente, evaluación

Resumen

Stanford Center for Assessment, Learning and Equity (SCALE) ofreció un comentario sobre los manuscritos en la primera parte de esta edicion especial, que destacó los beneficios de edTPA y la necesidad de dichos programas de evaluación para mejorar la formación docente y para fortalecer las prácticas docentes. A la vez, los autores respondieron al comentario SCALE. Las respuestas de los autores plantean inquietudes sobre la equidad, la rectitud y las consecuencias involuntarias de las evaluaciones del desempeño docente. Estas respuestas revelan la necesidad de un diálogo continuo sobre las formas de mejorar la formación docente y fortalecer la profesión docente.

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Biografía del autor/a

Nick Henning, California State University, Fullerton

Nick Henning is an associate professor in the Department of Secondary Education at California State University, Fullerton. His research areas include teacher education for effective urban classroom teaching, urban schooling, teacher collaboration, social justice education and teaching, social studies education, and K-12 Ethnic Studies.

Alison G. Dover, California State University, Fullerton

Alison Dover is an assistant professor in the Department of Secondary Education at California State University, Fullerton. Her research areas include literacy education, social justice-oriented teacher agency in K-12 and higher education, and strategies for promoting equity and justice in school curriculum, policy, and practice.

Erica K. Dotson, Clayton State University

Erica K. Dotson is an Associate Professor of Teacher Education and French at Clayton State University in Morrow, Georgia, just outside of Atlanta. Her research agenda has combined her interests in second and foreign language pedagogy, multicultural curriculum, and social justice.

Ruchi Agarwal-Rangath, University of San Francisco

Ruchi Agarwal-Rangnath is an assistant professor in the Department of Teacher Education at the University of San Francisco. Her research and teaching interests include urban education, teacher preparation, social studies education, social studies, and critical literacy.

Christine D. Clayton, Pace University

Dr. Christine D. Clayton in an Associate Professor in adolescent education. She teaches courses in curriculum design and content literacy. She also directs a professional development project that promotes teacher and student inquiry learning. Dr. Clayton’s research interests include teacher learning, teacher performance assessment, teacher education and professional development.

Martha K. Donovan, Georgia State University

Martha K. Donovan is a PhD candidate in the Educational Policy Studies department, concentrating on Social Foundations, at Georgia State University. Her research interests include critical policy studies, ethnographic studies of preservice and veteran teachers, and social justice in urban schools. Her dissertation focuses on seven veteran educators within one urban elementary school and their experiences navigating students’ needs, policy, and their conception of good teaching during the 2016-2017 school year.

Susan Ophelia Cannon, Georgia State University

Susan Ophelia Cannon is a PhD student in the Department of Middle and Secondary Education, Mathematics Education Unit, in the College of Education and Human Development at Georgia State University. Her research interests include uncertainty in mathematics classrooms, qualitative research, counting practices and measurement, and teacher education. 

Stephanie Behm Cross, Georgia State University

Stephanie Behm Cross is an Assistant Professor of Urban Teacher Education at Georgia State University. Her research interests include teacher preparation, school-university partnerships, and the examination of whiteness in university and school spaces.

Alyssa Hadley Dunn, Michigan State University

Alyssa Hadley Dunn is an Assistant Professor at Michigan State University. Her areas of research include urban and multicultural education, educational policy, and the sociocultural contexts of urban schools and teacher preparation.

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Publicado

2018-03-05

Cómo citar

Henning, N., Dover, A. G., Dotson, E. K., Agarwal-Rangath, R., Clayton, C. D., Donovan, M. K., Cannon, S. O., Cross, S. B., & Dunn, A. H. (2018). Navegando por el terreno disputado de la política y la práctica de la formación docente: Los autores responden a SCALE. Archivos Analíticos De Políticas Educativas, 26, 31. https://doi.org/10.14507/epaa.26.3745

Número

Vol. 26 (2018)

Sección

Navigating the Contested Terrain of Teacher Education Policy and Practice