An Introduction to NCATE and NASPE/NCATE Beginning Teacher Standards
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| Title: | An Introduction to NCATE and NASPE/NCATE Beginning Teacher Standards |
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| Language: | English |
| Authors: | Butler, Joy |
| Source: | Journal of Physical Education, Recreation & Dance (JOPERD). Feb 2006 77(2):15-19. |
| Availability: | American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org. |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Physical Education, Beginning Teachers, National Standards, Accreditation (Institutions), Physical Education Teachers, Teacher Competencies, Teacher Education Programs, Program Evaluation, Professional Associations |
| ISSN: | 0730-3084 |
| Abstract: | This article places the NASPE/NCATE accreditation process into historical context and will help anyone facing the daunting task of completing an accreditation report. NCATE's paradigm shift in the 90's and its evolution towards performance-based standards and outcomes have strongly influenced what faculty in all disciplines expect of beginning teachers. NASPE's response as a "specialized professional association" was to redefine standards, using statements about expectations for a beginning physical education teacher regarding dispositions, knowledge, and performance. This article also discusses the NCATE/NASPE report-preparation process. |
| Abstractor: | Author |
| Number of References: | 22 |
| Entry Date: | 2006 |
| Access URL: | https://www.aahperd.org/aahperd/template.cfm?template=johperd_past_feb_2006.html |
| Accession Number: | EJ741671 |
| Database: | ERIC |
| Abstract: | This article places the NASPE/NCATE accreditation process into historical context and will help anyone facing the daunting task of completing an accreditation report. NCATE's paradigm shift in the 90's and its evolution towards performance-based standards and outcomes have strongly influenced what faculty in all disciplines expect of beginning teachers. NASPE's response as a "specialized professional association" was to redefine standards, using statements about expectations for a beginning physical education teacher regarding dispositions, knowledge, and performance. This article also discusses the NCATE/NASPE report-preparation process. |
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| ISSN: | 0730-3084 |
