Shaky Methods, Shaky Motives: A Recap of My Critique of the NCTQ’s Review of Teacher Preparation Programs

Assinine assessments of teachers

A "Fuller" Look at Education Issues

Preface

The following is based on my complete study published in the Journal of Teacher Education. This version leaves out some examples, technical points, and suggestions for an approach to evaluating preparation programs. Sage Journals has been kind enough to make the complete study available for free to the public for a one month period. The study can be found at: http://tinyurl.com/mhqjyn6

Introduction

After last year’s release of the NCTQ’s ratings of teacher preparation programs, headlines and leading remarks about US teacher preparation programs proclaimed: “Teacher prep programs get failing marks” (Sanchez, 2013); “University programs that train U.S. teachers get mediocre marks in first-ever ratings” (Layton, 2013); and, “The nation’s teacher-training programs do not adequately prepare would-be educators for the classroom, even as they produce almost triple the number of graduates needed” (Elliot, 2013).

Critics of traditional teacher preparation have used the report as evidence that US teacher preparation is…

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