Consensus and dissensus in mentor teachers' judgments of readiness to teach |
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| Institution: | 1. Department of Physics, University of Fribourg, Fribourg 1700, Switzerland;2. Fintech Research Institute, Shanghai University of Finance and Economics, Shanghai 200433, PR China;3. School of Systems Science, Beijing Normal University, Beijing 100875, PR China;4. Institute of Fundamental and Frontier Sciences, University of Electronic Science and Technology of China, Chengdu 610054, PR China;5. Department of Radiation Oncology, Inselspital, University Hospital of Bern and University of Bern, Bern 3010, Switzerland;1. Department of Teacher Education, Faculty of Behavioural Sciences, University of Helsinki, Finland;2. Faculty of Educational Sciences, University of Oulu, Finland, P.O.BOX 2000, FI-90014, Finland;3. Faculty of Behavioural Sciences, University of Helsinki, P.O.Box 9, FI-00014, Finland;4. School of Applied Educational Science and Teacher Education, University of Eastern Finland, P.O. Box 111 (Yliopistokatu 2), 80101 Joensuu, Finland;5. School of Education, University of Tampere, Virta (Åkerlundinkatu 5), 33014, Finland |
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| Abstract: | Deciding whether a teacher candidate is ready to teach is a significant judgment about which little is known. In this study, Social Judgment Theory's lens model is used to analyse grade decisions made by 18 primary school mentor teachers who were provided with four vignettes of fictional teacher candidates' practicum performance. Mentor teachers' grade decisions, and their reasoning, showed evidence of some consistency but also significant dissensus. We argue that such dissensus is inevitable in complex social decision-making and therefore needs to be used productively to help make more reliable judgments. |
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| Keywords: | Teacher education practicum Professional judgment |
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