摘要：The impacts of the Teacher Performance Assessment (TPA) on 3 pre-service teachers’ pedagogical thought processes and self perceptions are the focus of this study. Qualitative research procedures included interviews, observations, and coding of the pre-service teachers’ written documents. Emerging themes and implications for teacher education include variance in: 1) the pre-service teachers’ ability to analyze and articulate learner outcome results; 2) how they thought they impacted student learning; and 3) their locus of control.
关键词：teacher performance assessment; pre-service teachers; pre-service teacher supervision; qualitative research
