The Role of the Teacher as Assessor: Developing Student Teachers' Assessment Identity

Autor/inn/en	Doyle, Audrey; Johnson, Marie Conroy; McDonald, Elaine; Sexton, PJ
Titel	The Role of the Teacher as Assessor: Developing Student Teachers' Assessment Identity
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 12, S.52-68, Artikel 4 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Teacher Role; Student Teachers; Student Teacher Evaluation; Tutors; Foreign Countries; Educational Assessment; Literacy; Professional Identity; Self Evaluation (Individuals); Pedagogical Content Knowledge; Grading; Feedback (Response); Student Participation; Creativity; Innovation; Holistic Approach; Ireland + Suchen Sie Ihr Suchwort? Lehrerrolle; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Förderlehrer; Lehrender; Tutor; Ausland; Education; assessment; Bewertungssystem; Alphabetisierung; Schreib- und Lesefähigkeit; Pädagogische Kompetenz; Notengebung; Schulnote; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kreativität; Holistischer Ansatz; Irland
Abstract	The closure of schools across the globe due to the COVID-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new "site" of professional practice for "school placement" called "Teacher Online Programme" (TOP) using Xu and Brown's (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews. The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education. They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01