Literaturnachweis - Detailanzeige
Autor/in | Allen, Jeanne Maree |
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Titel | Stakeholders' Perspectives of the Nature and Role of Assessment during Practicum |
Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 4, S.742-750 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0742-051X |
DOI | 10.1016/j.tate.2010.12.004 |
Schlagwörter | Foreign Countries; Preservice Teacher Education; Student Teachers; Practicums; Theory Practice Relationship; Stakeholders; Educational Assessment; Misconceptions; Teacher Educators; Cooperating Teachers; Teacher Attitudes; Interviews; Teacher Surveys; Student Surveys; Student Teacher Attitudes; Student Teacher Evaluation; Australia Ausland; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Theorie-Praxis-Beziehung; Education; assessment; Bewertungssystem; Missverständnis; Teacher education; Lehrerbildung; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interviewing; Interviewtechnik; Schülerbefragung; Australien |
Abstract | This paper focuses on the assessment of student teachers during practicum. The study is contextualised in an Australian pre-service teacher education program in which practicum has been reconceptualised to help bridge the theory-practice gap commonly associated with "front-end loading" programs. Survey and interview data collected from student teachers and supervising teachers point to what participants perceive as disparate understandings between university and school staff about the nature and role of assessment and suggest that this lack of common understanding adversely affects students' experiences of assessment. (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |