Formative Assessment Practices in Reading Instruction in Pre-Service Teachers' Elementary School Classrooms

Autor/in	Luttenegger, Kathleen Carroll
Titel	Formative Assessment Practices in Reading Instruction in Pre-Service Teachers' Elementary School Classrooms
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 35 (2009) 3, S.299-301 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Student Teaching; Student Teachers; Research Universities; Formative Evaluation; Classrooms; Reading Instruction; Teacher Educators; Case Studies; Interviews; Elementary Education + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Forschungseinrichtung; Classroom; Klassenraum; Leseunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Elementarunterricht
Abstract	In this article, the author describes a project wherein she conducted a qualitative case study of four elementary student teachers from a large, research university in the Rocky Mountain Region, USA. The student teachers were in a traditional teacher education programme in which they took a series of courses followed by 16 weeks of student teaching. Using a conceptual framework of appropriation similar to that of Grossman, Smagorinsky, and Valencia (1999), the author looked at the depth of the student teachers' understanding of formative assessment practices in reading instruction through the use of a continuum ranging from lack of appropriation to achieving mastery. She observed each student teacher for an average of eight and a half hours; conducted approximately six interviews with each student teacher; and collected an average of 199 pages of artefacts for each student teacher. The pre-service teachers all demonstrated appropriation of the surface features of formative assessment in their coursework. They left their coursework in reading without a solid understanding of assessment. During student teaching, they each remained at the surface level. None of the student teachers showed an increase in the depth of their understanding and appropriation of the features of formative assessment. Formative assessment is difficult to understand and implement, even for very experienced teachers. One challenge facing teacher educators is finding a way to develop pre-service teachers' formative assessment practices in coursework and in student teaching, especially when classroom placements may not support these practices. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10