Learning to Balance Assistance with Assessment: A Scholarship of Field Instruction

Autor/in	Basmadjian, Kevin G.
Titel	Learning to Balance Assistance with Assessment: A Scholarship of Field Instruction
Quelle	In: Teacher Educator, 46 (2011) 2, S.98-125 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
Schlagwörter	Teacher Education Programs; Student Teaching; Student Teachers; Supervisor Supervisee Relationship; Field Instruction; Mentors; Case Studies; Teacher Student Relationship; Feedback (Response); Student Evaluation; Evaluation Methods; Teaching Methods; Data Analysis; Humor + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Praxisklasse; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Auswertung; Humoristische Darstellung
Abstract	In this self-study, the author focuses on ways of embracing and managing a central dilemma of student teaching supervision: balancing assistance with assessment. Drawing on his practice as a field supervisor, the author chronicles conversations with student teachers over a 2-year period in the context of two distinct teacher education programs. Through qualitative methods of data analysis, the author finds that supervisors have access to specific discursive tools and strategies that allow them to balance support with assessment of their student teachers. In this article, he describes and explains five key strategies and concludes with implications for the preparation and support of supervisors that can help them engage in critical dialogue with their student teachers to push their practice forward. (Contains 3 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10