Key result
Teacher education admissions practices utilize diverse assessment tools but face ongoing equity challenges.
Why the study?
The reduction of teacher education admission rates by 50% in Ontario prompted reflection on the alignment between admissions practices and program goals.
This review outlines the purposes, equity considerations, and assessment tools in teacher education admissions to guide program selection practices.
Regulation 283/13 and the Ontario Ministry of Education’s decision to reduce teacher education admission rates by 50% provide a clear opportunity to reflect on the alignment between admissions practices and the programs that they serve. This article presents an overview of teacher education admissions literature, identifying the many purposes that admissions processes serve, the ways teacher educators may connect purpose to practice, as well as the equity issues inherent to program admissions. The strengths and limitations of seven common assessment tools are also presented. This information will be of interest to stakeholders involved in teacher education, and is intended to support teacher educators in making informed selection and admission decisions for their particular programs.
No takes yet. Share an insight, caveat, or question.
Holden et al. (2017) conducted a review in Teacher education admissions. Teacher education admissions practices was evaluated. Teacher education admissions practices serve multiple purposes, face equity challenges, and utilize various assessment tools with distinct strengths and limitations for selecting candidates.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: