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Pearson–Praxis Assessments Review Teacher Certification Assessment Technology Education: A Report for the Council on Technology and Engineering Teacher Education

Author:

Mark P. Mahoney

Berea College, US
About Mark
Associate Professor and Technology and Applied Design Chairperson at Berea College.
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Abstract

It is the recommendation of this researcher that the CTETE consider further investigation into becoming an accrediting agency for teacher certification institutions or programs in technology and engineering education. Though the variance between Praxis II and Pearson TE (and between state versions of Pearson TE) do present some challenges, it would be up to the purview of the CTETE as to how and to what degree the council wished to address the variance. In other words, the CTETE would have to decide the degree of accreditation that they wish to address—national, state, or a combination of the two. Also, as outlined in the accreditation requirements, the CTETE must establish a history of accreditation practices prior to applying for recognition. Although no timeframe is clearly provided for what constitutes an appropriate history, if the CTETE were to seriously entertain the possibility of becoming an accrediting agency in the near future, it must attempt to be recognized as such an authority. Partnering with other organizations (e.g., the International Technology and Engineering Educators Association, the American Society for Engineering Education, and the Association for Career and Technical Education) may provide a more comprehensive and secure foundation from which to build an accrediting agency.

How to Cite: Mahoney, M. P. (2015). Pearson–Praxis Assessments Review Teacher Certification Assessment Technology Education: A Report for the Council on Technology and Engineering Teacher Education. Journal of Technology Education, 27(1), 78–89. DOI: http://doi.org/10.21061/jte.v27i1.a.5
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Published on 22 Sep 2015.
Peer Reviewed

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