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What Makes a Star Teacher? Examining Teacher Dispositions, Professionalization, and Teacher Effectiveness Using the Haberman Star Teacher Pre-Screener

May 24, 2013 by

star teacherProfessionalization: a short introduction

by ND Hartlep
Part of the “professionalization” movement within education is the notion that teachers must have professional and clinical knowledge of teaching and learning gained through some sort of a teacher preparation program. However, the profes sionalization movement also can be an overly simplistic men tality, since it may consider teaching to be more of a science than an art. Moreover, under the professionalization move ment, teachers are sometimes conceived to be educational technicians, resulting in the belief that teachers may not need to study curriculum, instruction, and pedagogy in order to be effective in the classroom. Is this effective or wise?
As a result, the authors of this report feel that substituting trained teachers with previously educated college students, such as in the case of Teach for America (TFA), is problematic, since TFA teachers may lack sufficient clinical training. Consequently, we sought to examine the likelihood that “older” and “more-experienced” in-service teachers at a selective enrollment public elementary school in Illinois would answer the Haberman Star Teacher Pre-Screener correctly. This is important since Haberman’s (2012) “research, conducted over a period of 55 years, indicates that of those over 30 who claim they want to teach diverse children and youth in poverty, approximately one in three passes (the) Star Teacher Selection Interview.” Conversely, “Of those under 25 who say they would like to teach diverse children and youth in poverty, the pass rate is one in 10” (p. 927).
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