The Impact of U.S. Pre-Service Teachers’ High-Stakes, Accountability Era Schooling Experiences on Their Future Teaching Practices
Year: 2020
Type: article
Study design: Observational Study
Abstract: The current NCLB/ESSA-generation of pre-service teachers in the U.S. received their K-12 schooling during the standardized test-focused education accountability era.There is little research exploring how they perceive the disconnect between their K-12 teacher-centered, testfocused school experiences and the engaging, student-centered philosophy promoted in many colleges of education.As such, this study was conducted in a public university in the Rocky Mountain Region to explore perceptions of pre-service teachers concerning the dichotomy between their K-12 test-focused experiences and their developing student-centered teaching philosophy.Utilizing a mixed method design, this study employed a survey (N=210) in which participants reported that they were influenced by K-12 instruction focused on standardized testing success.Additionally, qualitative data, including student oral and written reflections (N=52) exemplified PSTs' implicit apprehension concerning their ability to prepare students for standardized testing success while maintaining a desire to implement engaging studentcentered learning experiences.The significance of this study lies in the establishment of a foundational dataset concerning the teaching disposition of NCLB/ESSA-generation PSTs.
Source: DergiPark (Istanbul University)
Authors: Jeasik Cho, Joanie James, Gabriel P. Swarts
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3114940473