NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1062716
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0002-4805
Making the Invisible of Learning Visible: Pre-Service Teachers Identify Connections between the Use of Literacy Strategies and Their Content Area Assessment Practices
Mitton-Kukner, Jennifer; Orr, Anne Murray
Alberta Journal of Educational Research, v60 n2 p403-419 Sum 2014
In this paper we describe four ways secondary pre-service teachers appeared to be developing assessment practices during field experience, after taking a content area literacy course. This paper arises from a multi-year study exploring pre-service and beginning content area teachers' use of literacy strategies in teaching mathematics, science, and other content areas. Pre-service teachers' descriptions of their teaching revealed how they understood assessment and literacy practices during field experience as intertwined and symbiotic. Pre-service teachers discussed the use of literacy strategies as multi-faceted and serving multiple assessment purposes in their classrooms, enabling them to better understand student learning by making the invisible processes of thinking visible.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A