Teacher Performance Assessment in Teacher Education: An Example in Malaysia

Autor/inn/en	Gallant, Andrea; Mayer, Diane
Titel	Teacher Performance Assessment in Teacher Education: An Example in Malaysia
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 38 (2012) 3, S.295-307 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
Schlagwörter	Evidence; Performance Tests; Performance Based Assessment; Elementary School Teachers; Preservice Teacher Education; Cooperation; Foreign Countries; Global Approach; Language of Instruction; Schools of Education; Student Teacher Attitudes; Faculty Development; Theory Practice Relationship; Teacher Student Relationship; Reflection; Portfolios (Background Materials); Portfolio Assessment; Focus Groups; Semi Structured Interviews; Video Technology; Malaysia + Suchen Sie Ihr Suchwort? Evidenz; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Co-operation; Kooperation; Ausland; Globales Denken; Teaching language; Unterrichtssprache; Erziehungswissenschaftliche Fakultät; Theorie-Praxis-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Portfoliobeurteilung
Abstract	As part of a cross-cultural collaboration, a teacher performance assessment (TPA) was implemented during 2009 in three Malaysian institutes of teacher education. This paper reports on the TPA for graduating primary teachers in Malaysia. The investigation focused on the pre-service teachers' perceptions about whether the TPA provided them with an opportunity to document successfully their professional learning and professional practice. Successful completion of the Malaysian TPA was closely aligned to successful relationships, support and collaboration between Malaysian lecturers and pre-service teachers, and between pre-service teachers and their classroom teachers. Overall, the TPA did provide pre-service teachers with an opportunity to focus on the connection between theory and professional learning during field-work, and to become reflective evidence-based practitioners. Recommendations for improving the assessment of pre-service teachers are discussed. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10