Assessing Teacher Candidates' Pedagogical Judgement: An Analysis of Clinically Based Instructional Assignments

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-5 - Teacher Learning Through Writing and Experience

Abstract

Research on clinically-based teacher education indicates that facilitating clinical experiences for teacher candidates improves their preparation for the teaching profession. While we have answered the call to implement rich clinically-based experiences in our teacher education program, we have found that we also needed to design new, robust strategies to assess what the teacher candidates are taking away from their clinical experiences. This paper describes our use of Horn & Campbell’s (2015) notion of “pedagogical judgement” to analyze the work of social studies teacher candidates in clinically-based placements. We describe a rubric developed to evaluate teacher candidates’ pedagogical judgement and offer insights into the use of this assessment tool as a component of clinically-based teacher education.

Authors

• Sonia E. Janis, University of Georgia

• Mardi Schmeichel, University of Georgia

• Joseph McAnulty, University of Georgia - Athens