Rethinking Assessment in an Indigenous Specific Program

Autor/inn/en	Fleet, Alma; Kitson, Rosalind
Titel	Rethinking Assessment in an Indigenous Specific Program
Quelle	In: Alberta Journal of Educational Research, 55 (2009) 3, S.397-413 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Preservice Teacher Education; Investigations; Teacher Education Programs; Focus Groups; Program Effectiveness; Higher Education; Foreign Countries; Indigenous Knowledge; Evaluation Methods; Feedback (Response); Perspective Taking; Student Attitudes; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Untersuchung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Zukunftsperspektive; Schülerverhalten; Australien
Abstract	Nonstandard entry programs into higher education include worthy goals and problematic processes. Although effective practices in teacher education would seem to be well established, complications arise when good intentions intersect with university protocols, issues of power, history, rights, and cultural complexities. This article reports on an Australian study on assessment approaches in an early childhood Indigenous teacher education program. Focus group investigations with current students and teaching staff and interviews with graduates reveal some similarities in perception, but a range of challenges to be addressed. Diversity of perspective characterizes both the student groups' and lecturers' responses. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10