Learning to Teach: Developing Assessment Skills when Program and Placement Are Aligned

Autor/inn/en	Dorfman, Aviva B.; Galluzzo, Gary R.; Meisels, Samuel J.
Titel	Learning to Teach: Developing Assessment Skills when Program and Placement Are Aligned
Quelle	In: Journal of Early Childhood Teacher Education, 27 (2006) 3, S.231-247 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Student Teaching; Teacher Education Programs; Performance Based Assessment; Field Experience Programs; Program Effectiveness; Work Sample Tests; Interviews; Student Teacher Attitudes; Knowledge Base for Teaching; Teacher Placement; Classroom Observation Techniques; Lesson Observation Criteria + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Leistungsermittlung; Praxisnahes Lernen; Interviewing; Interviewtechnik; Teaching theory; Theory of teaching; Unterrichtstheorie; Unterrichtsmitschau
Abstract	This study investigates the development of prospective teachers' observation skills and understanding of assessment in two teacher education programs that integrate information about performance assessment in varying degrees into their preparation and field experiences. Focusing on eight student teachers, we used interview data to investigate the influence of exposure to principles of a curriculum-embedded performance assessment--the Work Sampling System[TM]--through use of a handbook for teacher educators and student teaching placements. We found that when the preparation experiences were supported by placements in which assessment was ongoing and curriculum-embedded, student teachers demonstrated strengths in their assessment skills and understanding. Implications for future research and teacher preparation programs are discussed. (Contains 2 tables and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10