This practical action research (Cresswell, 2012) is an analysis of pre-service teachers demonstrating efficacy in the teaching practices and skills they acquired in a two-year elementary teacher preparation program (TPP). In their fourth and final semester, they are required to exhibit proficiency in educator competencies. This includes the planning and implementation of a unit plan (consisting of 3-5 sequential lessons), analyzing K-6 student learning and growth, and reflecting and responding to their impact on student learning. Traditionally, pre-service teachers had executed a lengthy written response to this experience addressing specific criteria. Recently, when this TPP underwent accreditation, the current evaluation process was determined to be outdated and in need of reform. To address this feedback the researchers participated in a pilot to revise the evaluative system to create a new process that would engage practical and applicable methods for pre-service teachers to demonstrate their teacher competencies. After piloting the new system and gathering data from the assessment team, faculty and the pre-service teachers, the following research question was addressed: What were the perceptions of instructors and pre-service teachers on the effectiveness and practicality of a teacher preparation program (TPP) oral evaluation system? Understanding how teacher competencies are being acquired and providing a clear and applicable method for demonstrating them are vital to the professional growth of pre-service teachers. This ongoing study aims to identify key benefits for the revised evaluation system and its recommendation for regular implementation in teacher preparation programs.

Authors:
Rosela Balinbin Santos, University of Hawaiʻi at Mānoa, United States
Rayna Fujii, University of Hawaiʻi at Mānoa, United States

About the Presenter(s)
Dr. Rosela Balinbin Santos is currently an Assistant Professor at the University of Hawaiʻi at Mānoa, College of Education, School of Teacher Education. Her interests are elementary social studies, place-based learning, and community partnerships.

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