ERIC Number: EJ1075423
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 28
Teaching Practicum Assessment in Post-Apartheid Teacher Education: Is It Self-Serving or Serving Students?
Davids, M. Noor
Journal of Education for Teaching: International Research and Pedagogy, v41 n4 p338-350 2015
This article investigates common understandings and practices of a group of supervisors assessing students during the Teaching Practicum in South Africa. In the light of this context and the need for a constructivist approach to develop students to be able to teach in diverse contexts, the question that the research intends to answer is as follows: "What are the common foci of supervisors as reflected in their teaching practicum assessment reports?" A randomly mixed sample of 33 narrative reports, taken from 5 supervisors was analysed to gain insight into the assessment report. Findings are presented as five assessment discourses and an argument is presented for the Teaching Practicum assessment to shift towards a student-oriented developmental approach that is neither hierarchical nor judgmental but aims at serving students' professional development that meets the challenges of culturally diverse societies.
Descriptors: Foreign Countries, Practicums, Teacher Education, Practicum Supervision, Student Centered Curriculum, Constructivism (Learning), Qualitative Research, Discourse Analysis, Pedagogical Content Knowledge
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa