Reliability and Consistency in Judging New Teacher Practices – Why Does It Matter? (original) (raw)

Anderson, Sarah ORCID: https://orcid.org/0000-0001-9084-7413, Conroy, James ORCID: https://orcid.org/0000-0001-9311-8056, Ozsezer-Kurnuc, Sevda, Jain, Pinky and Davies, Andrew(2024) Reliability and Consistency in Judging New Teacher Practices – Why Does It Matter? Project Report. Society for Educational Studies.

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Publisher's URL: https://soc-for-ed-studies.org.uk/wp-content/uploads/2024/11/Reliability-and-Consistency-in-Judging-New-Teacher-Practices_Final_edited.pdf

Abstract

The research report, titled "Reliability and Consistency in Judging New Teacher Practices – Why Does It Matter?" explores the processes involved in evaluating the effectiveness of initial teacher education (ITE) students across the UK. Conducted by a cross-national team from the University of Glasgow, Leeds Beckett University, and Aberystwyth University, the study examines the nature of professional judgements on teaching standards. Through a multi-phase mixed-methods approach, including case studies, literature reviews, and Delphi panels, the report investigates how reliability in these assessments can enhance collaboration between schools and universities, mitigate power dynamics, and improve teacher training. The study advocates for more flexible and adaptive approaches to teacher evaluations, aligning them with the complexities of modern educational contexts.

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Funder and Project Information

2022 SES National Award

Sarah Anderson

N/A

ED - Education

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