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Assessing Teacher Candidates' Professional Competence for Evaluating Teacher Education Programs: The Case of German-Speaking Europe

Assessing Teacher Candidates' Professional Competence for Evaluating Teacher Education Programs: The Case of German-Speaking Europe

Urban Fraefel, Kerstin Bäuerlein, Antje Barabasch
Copyright: © 2018 |Pages: 25
ISBN13: 9781522531326|ISBN10: 1522531327|EISBN13: 9781522531333
DOI: 10.4018/978-1-5225-3132-6.ch020
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MLA

Fraefel, Urban, et al. "Assessing Teacher Candidates' Professional Competence for Evaluating Teacher Education Programs: The Case of German-Speaking Europe." Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, edited by Viktor Wang, IGI Global, 2018, pp. 418-442. https://doi.org/10.4018/978-1-5225-3132-6.ch020

APA

Fraefel, U., Bäuerlein, K., & Barabasch, A. (2018). Assessing Teacher Candidates' Professional Competence for Evaluating Teacher Education Programs: The Case of German-Speaking Europe. In V. Wang (Ed.), Handbook of Research on Program Development and Assessment Methodologies in K-20 Education (pp. 418-442). IGI Global. https://doi.org/10.4018/978-1-5225-3132-6.ch020

Chicago

Fraefel, Urban, Kerstin Bäuerlein, and Antje Barabasch. "Assessing Teacher Candidates' Professional Competence for Evaluating Teacher Education Programs: The Case of German-Speaking Europe." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, edited by Viktor Wang, 418-442. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3132-6.ch020

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Abstract

The conception of teacher preparation programs in German-speaking countries usually rests on a largely normative set of professional competencies to be acquired by teacher candidates. The fact that this cluster of competencies is quite complex entails the considerable challenge of finding adequate procedures for the assessment at the end of the training. Valid and reliable information on professional competencies of teacher candidates can only be obtained by analyzing their actual teaching performance in the classroom. This chapter discusses theoretical assumptions of current assessment practices, a variety of methodological approaches, current developments, and implications for teacher education programs. A special focus is on the use of video portfolios as an assessment tool in the final stage of teacher preparation programs. The results of such assessments can provide a solid base for answering the question of whether the training program has managed to achieve its major objective, namely to qualify the candidates to teach successfully.

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