000			02019nam a22002777a 4500
003			ZW-GwMSU
005			20201218082131.0
008			201218b ||||| |||| 00| 0 eng d
022			_a0224871
040			_aMSU _cMSU _erda
050			_aQ181
100	1		_aCaughlan, Samantha _eauthor
245	1	0	_aObservation and teacher quality: _bcritical analysis of observational instruments in preservice teacher performance assessment _ccreated by Samantha Caughlan and Heng Jiang
264			_aWashington _bAACTE _c2014
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of Teacher Education _vVolume 65, number 5,
520			_aTeacher preparation programs commonly use observational instruments to assess the progress and the exit performances of teacher candidates. However, while these instruments have been described and several have been studied for effectiveness, the field lacks a close examination of how they position participants: teacher candidates, K-12 pupils, and teacher educators. This article closely examines three classroom observation instruments used in preservice programs. We use critical discourse analysis (CDA) and systemic-functional linguistics to examine how the grammar of these instruments assigns agency and positions participants as teachers and learners, and define their larger discourses of professionalism and accountability. We argue that instruments differ in the extent to which they grant participants agency, thus influencing the assumed pedagogical relations among the teacher educator, teacher candidate, and K-12 pupils. Instruments are not neutral, but reflect the values of the programs that use them, inflected by often contradictory discourses of teacher and student learning.
650			_aEvaluations
650			_aDiscourse analysis
650			_aPreservice teacher education
700			_aJiang, Heng _eauthor
856			_udoi:10.1177/0022487114541546
942			_2lcc _cJA
999			_c156068 _d156068