K–12 Teacher Candidates' Teaching Belief Change With TAP System: A Longitudinal Study

• In Event: Psychometrics and Educational Measurement Poster Session 1

Abstract

This study investigated teaching belief change of teacher candidates in their placement teaching with the assessment and feedback within TAP (Teacher Advancement Program) system. The quantitative used data include: (1) the longitudinal data obtained from the indicator grading and feedbacks for TCs (teacher candidates) provided by their site coordinators (SCs), (2) TCs’ self-evaluations of their teaching beliefs, and (3) K-12 students’ academic progress during the placement teaching. Using RM-MANOVA and panel designs, the authors measured the relationships among the grading and feedback for TCs, TCs’ teaching beliefs and their students’ academic knowledge growth over time. The results revealed that the TAP evaluation results, students’ academic knowledge growth and TCs’ teaching beliefs associated with each other and their relationships changed over time.

Authors

• Yujuan Shi, Texas Tech University

• Yifang Zeng, Texas Tech University