Stakeholders' Perspectives of the Nature and Role of Assessment during Practicum

Autor/in	Allen, Jeanne Maree
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10