Open AccessUsing Multiple-Mini-Interviews for Admission into Teacher Education
Author(s) -
Barbara Salingré,
Sheryl MacMath
Publication year - 2021
Publication title -
canadian journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.165
H-Index - 37
eISSN - 1918-5979
pISSN - 0380-2361
DOI - 10.53967/cje-rce.v44i1.4401
Subject(s) - interview , psychology , medical education , process (computing) , measure (data warehouse) , mathematics education , applied psychology , pedagogy , medicine , computer science , sociology , data mining , anthropology , operating system
This article reports on the validity of the Multiple-Mini-Interview (MMI) method as it was used by a post-degree teacher education program as part of their admissions process to select candidates for entry into the program. The MMI, primarily used for medical school admittance, involves several stations with different interviewers. Comparisons were made between the MMI, other intake variables, and outtake measures. Quantitative analyses also examined possible interviewer, station, gender, and heritage effects. Results support the claim that the MMI can be used to measure dispositions not measured by other intake variables; however, some concerns did emerge.
Keywords: multiple-mini-interview, teacher education, admission processes, higher education