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Document Type

Article in Response to Controversy

Abstract

Recently, a colleague talked with me about a field observation she had conducted the day before, an observation that left her between a rock and a hard place. The teacher candidate performed a flawless lesson—well planned, well implemented with students eagerly and fully engaged. As we talked about the observation, my colleague and I agreed that most people (professional educators and laypersons) observing the lesson would be at least satisfied if not thrilled with the beginning teacher’s work because the primary traditional parameters for assessing a teacher’s work include efficiency and structure.

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