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ERIC Number: EJ1151137
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: EISSN-1923-1857
"It Doesn't Feel Like a Natural Fit": Co-Operating Teachers Account for Their Evaluation and Assessment of Pre-Service Teachers' Efforts to Fulfill Social Justice Indicators
Mulholland, Valerie Lyn; Salm, Twyla
Alberta Journal of Educational Research, v63 n1 p75-97 Spr 2017
Teacher education has long been troubled by the problem of reconciling what happens in course work with how that learning is taken up in practicum experiences. Our faculty asks co-operating teachers to account for interns' professional growth by the extent to which the interns meet the requirements of the Internship Placement Profile (IPP). The study focuses on the eight IPP items which relate directly to "teaching for social justice." The theoretical framework draws upon the literature of anti-oppressive/anti-racist pedagogies. Co-operating teachers and interns are expected to rely on the field manual that lists descriptors for each item of the IPP to assess growth and to set goals. The objective to understand how co-operating teachers perceive their intern's ability to teach for social justice and reach their final evaluation was modified to reflect the finding that cooperating teachers were sometimes less familiar with these principles than were the interns.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A